N    KARST ' 


I 


m  MEMOmAJA 
John  Sw^tt 


^ 


Hijucm^.uf^ 


'"] 


HARPER'S  LANGUAGE  SERIES. 


'  V  i  'v' 


LANGUAGE  PEiMER:^^ 


BEGINNEES'  LESSONS 


IN 


SPEAKING  AND  WRITING  ENGLISH. 


BY 


WILLIAM    SWINTON,  A.  M.,    • 

AUTHOR  OF   "language  LESSONS,"    "SCHOOL  COMPOSITION," 


(( 


PKOGEESSIYE  GRAMMAR,"  ETC. 


NEW  YORK: 

HARPER   &   BROTHERS,  PUBLISHERS, 

FRANKLIN  SQUARE. 
1874. 


PREFACE. 

This  little  work  is  designed  to  serve  as  a  Primer,  or  begin- 
ners' book  in  the  study  of  our  own  language. 

In  tlie  new  courses  of  study  in  most  of  our  cities,  lessons  in 
writing  and  speaking  English  are  begun  quite  early ;  and  this 
fact  has  disclosed  the  need  of  a  small  manual  of  suitable  ivorJc, 
to  be  placed  in  the  hands  of  young  scholars  as  the  accompani- 
ment of  the  teacher's  oral  instruction. 

The  success  of  the  author's  "Language  Lessons"  —  a  suc- 
cess without  precedent  in  school-book  literature  —  is  the  best 
assurance  that  the  simple,  untechnical,  objective,  and  inductive 
mode  of  unfolding  our  speech  will  meet  the  views  of  intelli- 
gent teachers. 

W.  S. 

Cambridge,  August,  1S74. 

Teacher's  Note.  —  The  paragraphs  introduced  by  a  11^=*  are,  where 
not  mere  directions,  designed  as  suggestions  for  oral  explanation  by  the 
teacher;  sometimes  by  way  of  introducing  a  topic,  and  at  other  times 
by  way  of  summing  up.  This  mode  of  developing  the  subject  works 
admirably  in  the  class-K)om,  exciting  the  interest  and  quickening  the 
mental  power  of  the  pupil. 


Entered  according  to  Act  of  Congress,  in  the  year  1874, 
BY     HARPER     AND     BROTHERS, 

in  tlie  office  of  tlie  Librarian  of  Congress,  at  Wasliington. 


CONTENTS. 


SECTION    I. 

WOEDS  AND   SENTENCES. 

Pace 

I.    Objects  and  Words 1 

II.    Objects  and  "Words 2 

III.    The  Sentence .3 

lY.    Declarative  Sentences 3 

V.    Interrogative  Sentences 4 

YI.    Composition-Lesson 5 

YII.    Name- Words  and  Action- Words 6 

YIII.    Nouns  and  Yerbs 8 

IX.    Composition-Lesson 8 

X.    Quality  Words 9 

XI.    Adjectives 10 

XII.    Composition-Lesson 11 

XIII.    Adverbs  .        . 12 

XI Y.    Composition-Lesson 13 

XY.    Pronouns n 

XYI.    Pronouns 15 

XYII.    Composition-Lesson 16 

XYIII.    Conjunctions IG 

XIX.    Composition-Lesson        . 17 

XX.    Prepositions        .        .        .        .        .         .        .       ".        .  19 

XXI.    Interjections 20 

XXII.    PtEviEW  of  Section  I .         .20 

XXIII.    Composition-Lesson         .        .        .        .        ..        »        .        .22 

54HJ43 


{y  CONTENTS. 

SECTION    II. 

SUBDIVISION   OF  PARTS   OF   SPEECH. 

XXIY.  Proper  Kouns 23 

XXV.  Composition-Lesson 24 

XXVI.  Common  Nouns 25 

XXVII.  How  Nouns  are  made 26 

XXVIII.  Composition-Lesson 28 

XXIX.  Eeview  of  Nouns 29 

XXX.  Transitive  Verbs 29 

XXXI.  Composition-Lesson 30 

XXXII.  Intransitive  Verbs 31 

XXXIII.  Composition-Lesson 32 

XXXIV.  Limiting  Adjectives 34 

XXXV.  Descriptive  Adjectives 35 

XXXVI.  Composition-Lesson 36 

XXXVII.  Proper  Adjectives 37 

XXXVIII.  How  Adjectives  are  made 33 

XXXIX.  Eeview  of  Adjectives 39 

XL.  Composition-Lesson -lO 

XLL  Kinds  of  Adverbs ^1 

XLII.  Composition-Lesson ^3 

XLIII.  How  Adverbs  are  made ■^^ 

XLIV.  Composition-Lesson ^^ 

XLV.  Personal  Pronouns "^^ 

XLVI.  Composition-Lesson '^7 

XLVII.  Kelative  Pronouns ^^ 

XLVIIL  Composition-Lesson ^^ 

XLIX.  Interrogative  Pronouns 49 

L.  Composition-Lesson ^0 

LI.  Adjective  Pronouns ^1 

LII.  Review  of  Pronouns 52 


CONTENTS.  V 

LIII.    Composition-Lesson      .......  52 

LIV.    Blackboard  Review 54 

LV.    Composition-Lesson 55 

LVL    Eeview  of  Punctuation 56 


SECTION    III. 

CHANGES  IN  THE  FORM  OF  WORDS. 

LYIL  Nouns  :  Number 53 

LVIII.  Writing  Plurals 59 

LIX.  Verbs  with  Nouns 59 

LX.  Nouns  and  Verbs  :  Irregular  Forms          ...  61 

LXI.  Composition-Lesson 62 

LXII.  Nouns  :  Possessive  Singular G3 

LXIII.  Nouns  :  Possessive  Plural 64 

LXIV.  Review  of  Changes  in  Nouns        ....  65 

LXV.  Composition-Lesson Q>Q 

LXVI.  Adjectives  :  Comparison QtQ 

LXVII.  Adjectives  :  Comparison 68 

LXVIII.  Composition-Lesson 69 

LXIX.  Personal  Pronouns  :  Possessive  Forms         .        .        .70 

LXX.  Personal  Pronouns  :  Possessive  Forms    ...  71 

LXXI.  Personal  Pronouns  :  Object  Form        .        .        .        .72 

LXXII.  Forms  of  the  Pronoun  "Who"     ....  73 

LXXIII.  Blackboard  PtEviEW  :  Nouns  and  Pronouns          .         .  74 

LXXIV.  Composition-Lesson 75 

LXXV.  Verbs  :  Present  and  Past 75 

LXXVI.  Verbs  :  Number 76 

LXXVII.  Verbs  :  Regular  Past 77 

LXXVIII.  Verbs  :  Irregular  Past 78 

LXXIX.  Composition-Lesson 79 

LXXX.  Verbs  :  Participles 79 


VI 


CONTENTS. 


LXXXI.  Verbs  :  Past  Participle  Irregular 

LXXXII.  Blackboard  Review 

LXXXIII.  Composition-Lesson 

LXXXIV.  Composition-Lesson  . 


80 
81 
81 

82 


SECTION    IV. 


LXXXV. 

LXXXVI. 

LXXXVII. 

LXXXVIII. 

LXXXIX. 

XC. 

XCI. 

XCII. 

XCIII. 

XCIV. 

XCV. 

XCVI. 

XCVII. 

XCVIII. 

XCIX. 

c. 

CL 

en. 
cm. 

CIV. 


USES    OF    WOEDS. 

Sentences  :  Subject  and  Predicate     . 

Analysis 

Composition-Lesson 

Subject  Enlarged  :  Adjectives  and  Possessives 

Composition-Exercise 

Subject  Enlarged  :  Nouns  in  Apposition 

Composition-Lesson 

Subject  Enlarged  :  Phrases  .... 

Composition-Lesson 

Subject  Enlarged  :  Plirases         .... 

Blackboard  Review 

Composition-Lesson 

Predicate  Enlarged  :  Adverbs 
Predicate  Enlarged  :  Adverbial  Phrases 

Composition-Lesson 

Predicate  with  Object  Enlarged     . 

Blackboard  Review 

Combining  Sentences.       I 

Combining  Sentences.     II 

Combining  Sentences.   III.  .... 


84 

85 

86 

86 

88 

88 

90 

91 

93 

93 

95 

95 

96 

97 

98 

99 

100 

100 

101 

102 


1       5'        > 


'     .    >  ' 


LANGUAGE   PRIMER?'^  '^^ 


SECTION    I. 
WORDS  AND  SENTENCES. 


L  — OBJECTS  MB  WOKDS. 

Teacher,  holding  up  a  hook,  a  pencil^  an  orange,  etc. : 
What  is  this  ?    A  book. 

This  ?    A  pencil. 

This  ?    An  orange. 

This?    A  bell. 

1.  What  are  all  these  ? 

They  are  all  things,  or  objects. 

2.  How  do  we  learn  about  such  things,  or  objects  ? 
We  learn  about  them  through  the  senses. 

1^^  Isow  I  shall  name  two  other  things,  or  objects  :  Love,  glad- 
ness.    AYe  do  not  know  these  things  through  the  senses. 

3.  How  do  we  know  these  things  1 
By  tliinldng  about  them. 

4.  What  is  an  object  ? 

An  object  is  anything  that  we  can  learn  about  through 
the  senses  or  that  we  can  think  about. 

5.  "WTien  I  say  hook,  is  that  an  object  ? 

No ;  it  is  a  ivorcl,  or  the  name  of  an  object. 


2  WORDS  AND  SENTENCES. 

C^*  Teacher,  writing  on  the  blackboard  the  word  hook: 

6.   Is  that  an  object  ? 
ITo  ;  it  is  a  yvgv^,  because  it  is  the  name  of  the  object  hook. 

-  '     '■        '  EXERCISE  I. 

IE#*  Teacher,  holding  up  in  succession  various  objects  : 

1.  What  is  the  name  of  this  object  1    Of  this  ?    Of  this  1 

2.  Write  on  your  slates  the  words  that  are  the  names  of  these  various 
objects. 

3.  Write  the  names  of  ten  different  objects  you  can  see,  or  think  of. 

II.  — OBJECTS  AJ^D  WOEBS. 

1^^  We  may  write  in  a  list  the  names  of  objects  that  we  can  see 
in  any  one  place,  as  in  a  school,  a  chiirch,  a  parlor,  a  railroad  car. 

EXAMPLE :   A  School. 

Seats.  A  map.  The  globe. 

Desks.  A  stove.  The  bell. 

Tables.  A  clock.  The  i^iano. 

1!!^'  "VYo  may  \vrite  in  a  list  the  names  of  the  various  parts  of 
diiferent  objects,  as  of  a  hook,  of  a  flower,  of  a  knife,  of  a  gun. 

EXAMPLE :   The  Parts  of  a  Book. 

The  cover  of  a  book. 
The  leaves  of  a  book. 
The  back  of  a  book. 
The  title  of  a  book. 

EXERCISE    2. 
a.  Write  the  names  of  objects  you  can  see  : 


1.  In  a  church. 

2.  In  a  parlor. 


3.  In  a  railroad  car. 

4.  In  a  grocery  store. 


b.   Write  as  in  the  example  the  names  of  the  different  parts  of 
these  objects  : 


1.  A  flower. 

2.  A  knife. 


3.  A  gun. 

4.  A  barrel. 


5.  A  dress. 
G.  A  coat. 


DECLARATIVE  SENTENCES. 

III. -THE  SENTENCE. 

1.  Think  something  about  the  bell,  and  then  tell  your  thought. 
"  The  bell  rings." 

2.  How  did  you  state,  or  express,  the  thought  ? 
In  words. 

^^  This  statement  is  a  Sentence. 

3.  What  is  a  sentence  ? 

A  sentence  is  a  thought  expressed  in  words. 

4.  About  what  in  the  sentence  "  The  bell  rings  "  did  you  think  ? 
About  the  hell. 

5.  Of  what  use  is  the  word  rings  ? 

It  shows  what  the  bell  docs.  \ 

EXERCISE  3. 

a.  Make  sentences  by  telling  what  the  following  animals  do  : 


1.  The  eagle 


2.  The  cat 


MODEL:     "THE  EAGLE  SCREAMS." 

3.  The  whale  

4.  The  buffalo 


5.  The  serpent 

6.  The  mouse  . 


b.  Write  in  one  column  the  names  of  ten  animals,  and  in  an 
opposite  column  add  to  each  name  a  word  stating  what  the  animals 

do  ;  thus  : 

1.  "Wolves  howl. 

2.  Owls  hoot. 


IV.-DECLARATIYE   SENTENCES. 

1.  Give  a  sentence  about  wolves. 
"  Wolves  bowl." 

t^^  In  this  sentence  you  have  stated,  or  declared,  a  fact  about 
wolves.     Such  a  sentence  is  a  Declarative  Sentence. 

2.  What  is  a  declarative  sentence  ? 

A  declarative  sentence  is  the  statement  of  a  fact. 

1* 


WORDS  AND  SENTENCES. 

3.  With  what  kind  of  letter  does  this  sentence  begin  ? 
With  a  capital  letter. 

4.  With  what  mark  is  it  closed  ? 
With  a  period. 

EXERCISE  4. 

Make  declarative  sentences  by  telling  what  the  following  objects 


do  : 

MODEL:     "THE  FIRE  BURNS."  ! 


1.  The  fire  

2.  The  wind  . . . , 

3.  The  thunder 


4.  A  ship  . . . , 

5.  A  river  . . . 

6.  A  teacher 


7.  Eoses 

8.  Tops  , 

9.  Pens  . 


^^  Exchange  slates  for  eorreetion,  and  note  carefully  the  capital 
letter  and  the  period. 

V.-INTERROGATITE   SENTENCES. 

I^^  If  you  did  not  know  that  wolves  howl,  and  wished  to  know, 
you  would  say,  "  Do  wolves  howl  V 

1.  Is  this  sentence  the  statement  of  a  fact  1 
No  ;  it  is  the  asking  of  a  question. 

d^^  Sentences  that  are  used  in  asking  questions  are  called  Inter- 
rogative Sentences. 

2.  What  is  an  inteijJPlJj^ive  sentence  ? 

It  is  a  sentence  ?~  •      yi  asking  a  question.         \^ 

3.  With  what  kind  of  letter  does  this  sentence  begin  ? 
With  a  capital  letter. 

4.  With  what  mark  is  it  closed  ? 
With  an  interrogation-point. 

0^^  Now  carefully  learn  these  rules  : 

I.   Every  sentence  must  begin  -with  a  capital  letter. 

11.   Every  declarative  sentenoe  must  end  with  a  period. 

III.  Every  interrogative  sentence  must  end  with  an  interro- 
gation-point. 


COMPOSITION-LESSON.  5 

EXERCISE  5. 

a.  Place  the  proper  mark  after  each  sentence,  and  tell  what  kind 
of  a  sentence  it  is  : 

1.  The  sun  shines  brightly 

2.  Who  is  there 

3.  What  made  the  lamb  love  Mary  so 

4.  The  earth  is  round 

5.  Boys  love  fun 

6.  Have  you  been  to  school 

b.  Turn  the  following  declarative  sentences  into  interrogative 
sentences  : 

■  MODEL:    "IS   IT  COLD?" 

1.  It  is  cold. 

2.  We  shall  go  to  town  to-morrow. 

3.  The  farmer  tills  the  ground. 

4.  The  school  has  closed. 

5.  Mary  is  happy. 

C.   Copy  the  following  questions,  and  after  each  write  an  answer 
in  the  form  of  a  complete  declarative  sentence. 

MODEL. 

Question.     Who  was  the  first  President  of  the  United  States  ? 

Answer.      George  Washington  was  the  first  President  of  the  United  States. 


1.  Who  was  the  first  President  of  the  United  States  ?    Ans. 

2.  What  is  the  shape  of  the  earth  ?    A\ 

3.  How  many  senses  have -we  ?    Ans. 

4.  Who  discovered  America  1    Ans. 

5.  Which  is  the  largest  of  fishes  1    Ans. 


^- 


■^to^ 


6.   Are  dogs  faithful  animals  ?     Ans. 


'o 


VI.  —  COMPOSITIOX-LESSON.  i 

1 
We  may  describe  a  thing,  like  a  chair,  a  piano,  etc.,  by  answering        j 

these  questions :  •  *  ' 

1.  What  is  it?  : 

2.  What  is  its  use  1 

3.  What  is  it  made  of  ? 


6  WORDS  AND  SENTENCES. 

MODSIj:    a  chair.* 

/.     Q^'v  c/iau  id'  a  ^icce  o/  /uinUaze. 

2.  Q/^  i<f'  Uiica  ^o  (tU  u/ion. 

3.  Q/^  to-  acnezau^  Tnaae  o/  wooa. 

Then  Ave  may  rewrite  the  whole  in  a  single  sentence,  thus  : 
Q^  cnaiz    m    a    ^liece    of^  ^inUccze,    ud^ecl    {o    <}U 
a /ion,  a7ia  td-  nenezacc^  niaae  o/  zuooa. 

This  sentence  hegins  with  a  capital  letter  and  ends  with  a  period  ;  and 
as  there  are  three  statements  contained  in  it,  a  comma  (,)  is  nsed  to  sep- 
arate the  second  from  the  first  and  the  third  from  the  second. 

^^  In  the  same  way  describe  these  things  : 
1.  A  coat.  2.  A  top.  3.  A  piano.  4.  A  knife. 

Commoii  Errors. 

Incorrect.  Correct. 

1.  He  done  it.  He  did  it. 

2.  I  seen  him.  I  saw  him. 

8.   Gi'  me  them  pens.  Give  me  those  pens. 

4.  Him  and  me  went.  He  and  I  went. 

VII NAME-WORDS  AND  ACTION-WORDS. 

W^  Scholars  may  write  this  sentence  :  The  clock  ticks. 

1.  What  word  names  the  object  1 
The  word  clock. 

B^^  Names  of  all  objects  are  called  ISTame-words.  In  grammar 
they  aje  termed  Nouns. 

2.  "What  is  a  Noun  1 

A  Noun  is  a  name-word. 


*  The  lessons  on  composition  are  easy  practical  exercises,  having  no  necessary  connection 
with  the  regular  lessons,  in  which  the  theory  of  language  is  developed.  They  may  be  re- 
garded as  detached  exercises  in  elementary  composition  writing,  with  the  view  of  carrj'ing 
on  the  practical  xisc  of  language  step  by  step  with  technical  terms,  rules,  and  principles. 


i 


NOUNS  AND   VERBS.  7 

3.  What  word  states  an  action  ? 
The  word  ticks. 

KF°*  Words  that  state  an  action  are  called  Action-'WORDS.     In 
grammar  they  are  termed  Verbs. 

4,  What  is  a  verb  1 

A  Verb  is  an  action-word. 


EXERCISE  6. 

a.   In  the  following  sentences  tell  which  words  are  nouns,  and 
which  verbs,  and  why  : 

MODEL:   "LEAVES  FALL." 
Leaves  is  a  Noun  because  it  is  a  name-word  ;  fall  is  a  Verb,  because  it  is  an 
action-word. 


1.  Leaves  fall. 

2.  Mice  nibble. 

3.  Rain  poured. 

4.  Daughter  knits. 

5.  Day  dawns. 


6.  Bees  hum. 

7.  Parrot  talks. 

8.  Horses  run. 

9.  Boys  laugh. 

10.  Pussy  scratched. 


b.   'Write  after  each  Noun  a  Verh  expressing  action. 

MODEL:    "HORSES  TROT." 


1.  Horses  . 

2.  Oxen  ... 

3.  Tigers  ., 

4.  Kittens. 


5.  Bears  .... 

6.  Monkeys 

7.  Parrots  .. 


8.  Eagles 


9.  Sheep  .... 

10.  Geese 

11.  Swallows 

12.  Snakes  ... 


C.  Make  Sentences  with  suitable  pairs  of  the  following  Nouns  and 
Verbs.     Use  the,  a,  or  an  when  necessary. 


MODEL : 

Nouns. 
Baby,       cow, 
Plants,     leopard. 
Clouds,     wind, 
Stars,        children, 
Tide,        soldier. 


THE  BABY  CRIES.".    ■ 

Verbs. 

Ebbs,  rises, 

Play,  grow, 

Twinkle,     cries. 

Fights,        lower. 

Springs,      lows. 


8  WORDS  AND  SENTENCES. 

VIII. -NOUNS  AND  YERBS. 

^^  Scholars  may  write  on  their  slates  these  definitions  : 
I.   A  Noun  is  a  name-word. 
II.   A  Verb  is  an  action-word. 

EXERCISE    7. 

a.   Make  sentences  by  adding  a  Verb  to  each  Noun. 


MODEL:    "THE   SUN  SHINES.' 


1.  The  sun  ,.., 

2.  The  smoke 

3.  A  tree 

4.  The  bell  ... 

5.  A  fish 


6.  An  ant 

7.  A  shark 

8.  A  wasp 

9.  The  locomotive  . . . . 
10.  The  hippopotamus 


b.   Make  sentences  by  putting  one  JSfouii  before  each  Verb. 


1 play- 

2 chirp. 

3 creeps. 

4 glitters. 

5 melts. 


6 flashes. 

7 study. 

8 work. 

9 eats. 

10 bake. 


IX.  -  COMPOSITION-LESSON. 

We  may  describe  a  place  by  answering  these  questions 

1.  What  is  it? 

2.  Where  is  it? 

3.  For  what  is  it  noted  1 

MODEL:    NEW  YOKK. 

3.     Q^^  id  no^ec/  /oz  tU  taeaun>  ana  co7n??z€Zcc. 


ADJECTIVES.  9 

Then  we  may  rewrite  the  whole  in  a  single  sentence,  thns  : 

TTzezce. 

This  sentence  contains  two  statements,  and  hence  a  comma  is  used  to 
separate  them. 

B^^  In  the  same  way  describe  : 
1.  Park.        2.  Philadelphia.        3.  The  place  in  which  you  live. 

Common  Errors. 

Incorrect.  Correct. 

1.  I  did  n't  do  nothing.  I  did  n't  do  any  thing. 

2.  Hain't  he  gone  1  Has  n't  he  gone  ? 

3.  I  knowed  what  he  done.  I  knew  what  he  did. 

4.  I  've  got  to  get  my  lesson.  I  must  get  my  lesson. 

X.  -  QUALITY- WORDS. 

B^*  Scholars  may  WTite,  The  small  clocJc. 

1.  What  is  the  use  of  the  word  small  here  ? 
It  shows  the  kind,  or  quality,  of  clock. 

C^^  The  word  small  is  called  a  Quality-word.     In  grammar  qual- 
ity-words are  termed  Adjectives,  because  they  are  added  to  nouns. 

2.  What  are  quahty- words  called  1 
Quality-words  are  called  Adjectives. 

The  little  words  the,  an,  and  a,  though  really  Adjectives,  because  they 
are  added  to  nouns,  are  generally  called  Articles. 

W^  JSTow  I  shall  mention  several  Xame-words,  and  the  class  may 
add  to  each  a  Quality-word. 


1 apples. 

2 boys. 

3 summer. 


4 rain. 

5 flowers. 

6 horses. 


7 children. 

8 dogs. 

9 birds. 


10  WORDS  AND  SENTENCES. 

EXERCISE    8. 

a.  Copy  the  following  sentences  on  slate  or  paper  and  draw 
a  line  under  each  Quality  -  word : 

1.  The  strong  man  works.  2.  The  sharp  knife  cuts.  3.  The  watch- 
ful dog  barks.  4.  The  ripe  fruit  is  j)lucked.  5.  The  good  seed  is  sown. 
6.  The  new  clock  is  striking.  7.  A  brave  soldier  fights.  8.  Modesty 
is  a  great  virtue.  9.  Kain  is  beneficial.  10.  A  large  garden  is  not 
always  a  profitalde  garden.  11.  A  handsome  flower  is  not  always  a 
sweet-smelling  flower.     12.  A  swift  horse  is  very  useful. 

b.  Add  a  Quality-word  to  each  of  the  follomng  Nouns.  No 
sentence  must  contain  more  than  three  words. 

MODEL:    "BRIGHT  STARS  SHINE." 


1 stars  shine. 

2 scholars  improve. 

3 men  eat. 

4 boys  fight. 


5 dogs  bite. 

C rats  steal. 

7 whales  swim. 

8 girls  laugh. 


XL  -  ADJECTIYES. 

E^^  An  Adjective  may  he  used  to  qualify  a  noun  in  any  part  of 
a  sentence.     Thus  : 

1.  The  child  loves  her  mother.         The  young  child  loves  her  mother. 

2.  Alice  brings  eggs.  Alice  brings  fresh  eggs. 

3.  Doctors  treat  diseases.  Skilful  doctors  treat  severe  diseases. 

EXERCISE  9. 

a.   Supply  suitable  Adjectives  : 

1 children  killed  butterflies. 

2.  Wasps  sting boys. 

3.  The tiger  gave yell. 

4 garden  contained roses. 

5.  A sailor  sang  a song. 

6.  An woman  lived  in  a  shoe. 

7.  Our master  told stories. 

8.  The weather  calls  forth flowers. 


COMFOSITlOlSr-LESSON.  H 

b.  Qualify  the  meaning  of  the  Nouns  in  the  following  sentences 
by  putting  an  Adjective  before  each  ISToun.  No  sentence  must  con- 
tain more  than  four  words. 

MODEL:    "THE  FIERCE  LION  ROARS." 


1.  The  lion  roars. 

2.  A  teacher  instructs. 

3.  A  sailor  sings. 

4.  The -udnd  blows. 


5.  The  soldiers  fiirht. 

6.  An bucket  hangs. 

7.  A dog  growls. 

8.  A cat  purs. 


XII.  -  C03IF0SITI0X-LESS0X. 

"We  may  describe  an  animal  by  answering  the  following  ques- 
tions : 

1.  Is  it  wild  or  domestic  1 

2.  Of  what  color  is  it  ? 

3.  Where  is  it  found  ? 

4.  When  angry  (or  pleased)  what  kind  of  noise  does  it  make  ? 

MODEL:    THE  LIOIT. 
/.     Q/ne  cion  m  a  zoua  anc??iat. 
^.    Q/^  M  o/ a  ^wn?/  cowz. 
S.     Q/^  ^  jounce  i?i   Q^-v/uca. 

Then  we  may  rewrite  the  whole  in  two  sentences,  thus  : 
Q/ne   U071  cd-    a    mac/  a7U?nac    o/  a    ^mnu    cowz, 
ana    c4  ^ana    in  Q/t/uca.         /jf%en    an  at?/    c^   zoazd^ 

^T'  In  the  same  way  describe  these  animals,  being  careful  to 
follow  the  punctuation  of  the  model : 

1.  A  dog.  2.  A  wolf.  3.  A  horse.  4.  A  bear. 


12 


WORDS  AND  SENTENCES. 


CJominon  Errors. 


Incorrect. 

1.  Is  this  'ere  yourn  ? 

2.  That  'ere  is  hisn. 

3.  She  has  Avent  home. 


Correct. 
Is  this  yours  ? 
That  is  his. 
She  has  sone  home. 


XIIL  — ADYEEBS. 

Scholars  may  write  on  their  slates  the  following  .sentence  : 
Careful  hoys  ivrite  neatly. 

1.  How,  or  in  what  manner,  do  careful  boys  write  ? 
They  write  neatly. 

E^^  "Write  the  following  sentence  :  The  clock  ticks  now. 

2.  When  does  the  clock  tick  ? 
It  ticks  now. 

B^^  Write  the  following  sentence  :  Boys  and  girls  study  here. 

3.  Where  do  they  study  ? 
They  study  Jiere. 

(5^^  The  word  necctly  expresses  manner ;  the  word  now  expresses 
time;  the  word  here  expresses  place.  Words  expressing  how 
(manner),  when  (time),  or  where  (place)  are  called  Adverbs,  be- 
cause such  words  are  generally  added  to  verbs. 

4.  What  is  an  adverb  ? 

An  Adverb  is  a  how,  when,  or  where-word. 


EXERCISE    10. 

Limit  the  meaning  of  the  Verbs  in  the  following  sentences  by 
joining  to  each  an  Adverb  : 

MODEL:    "THE  COLD  WIND  BLEW  FIERCELY." 


1.  The  cold  wind  blew  ..?f.":f. 

2.  The  sun  shines 

3.  An  eagle  flies 

4.  A  snail  creeps 


5.   The  candle  burns 


6.  We  Avent  to  to\\Ti  ..'^'^f?/.. 

7.  Uncle  will  ..'f?fr/..  be  here. 

8.  James  is  .  .f  ?'f ?/. .  happy. 

9.  He  is  not  going  .^''JtVT.l. 
10.  Come  .r/l'!?.'. 


COMPOSITION'LESSON. 


13 


XIV.  -  COMPOSITION-LESSO.Y. 

1.  "Write  three  sentences,  each  containing  only  hoo  words,  —  a 
Xoun  and  a  Verb. 

2.  "Write  three  sentences,  each  containing  only  three  words,  —  an 
Adjective,  a  Noun,  and  a  Verb. 

3.  "Write  three  sentences,  each  containing  otAj  four  words,  —  an 
Article,  an  Adjective,  a  JSToun,  and  a  Verb. 

4.  Write  three  sentences,  each  containing  only  four  words,  —  an 
Adjective,  a  Noun,  a  Verb,  and  an  Adverb. 

EXERCISE  II. 

a.  Eule  the  slate  by  this  model,  and  put  in  the  proper  column 
each  kind  of  word  in  the  sentences  below : 

MODEL. 
The  beautiful  roses  fade  quickly.         Old  men  die.         An  ox  bellows  often. 


Articles. 

Adjectives. 

Nouns. 

Verbs. 

Adverbs. 

The 

An 

beautiful 
Old 

roses 
men 
ox 

fade 

die. 

bellows 

quickly, 
often. 

1.  Nightingales  sing. 

2.  An  owl  screeches. 

3.  Yellow  gold  glitters. 

4.  A  great  storm  arose. 


5.  The  big  ship  sails  finely. 

6.  Sleep  refreshes. 

7.  Old  ladies  live  here. 

8.  Father  left  yesterday. 


b.   Correct  the  errors,  especially  in  capitalizing  and  the  use  of 

the  period  : 

1.  a  fox  Saw  a  bunch  of  Grapes 

2.  A  noun  is  the  name  of  Any  thing, 

3.  He  Done  it  before  You. 

4.  i  Seen  a  man,  on  horseback  yesterday 


14  WORDS  AND  SENTENCES, 

XV.  —  PRONOOTS. 

K^^  Scholars  may  write  the  following  sentence :  Dogs  are  useful 
animals,  for  they  ivatcli  our  houses. 

1.  TVliat  watch  our  houses  ? 
Tliey  watch  our  houses. 

2.  What  is  meant  by  theij  ? 
Dogs.  \ 

3.  Put  the  word  dogs,  instead  of  the  word  they,  and  read  the  sen-         \ 
tence.  \ 

Dogs  are  useful  animals,  for  dogs  watch  our  houses. 

^Sr  Write  these  sentences  :  I 

1.  Eichard  is  lame,  and  Eichard  walks  with  a  crutch.  ■ 

2.  We  went  on  the  ice,  and  the  ice  was  very  soft.  j 

! 
What  word  might  take  the  place  of  Hichard  ?    Of  ice,  ?  \ 

d^"  The  word  they  stands  for  the  noun  dogs  ;  the  v/ord  he  stands 
for  the  noun  Richard ;  the  word  it  stands  for  the  noun  ice.  In 
grammar  these  words  arc  termed  Pronouns,  because  they  stand  for 
nouns. 

4.  What  is  a  Pronoun  1 

A  Pronoun  is  a  word  that  stands  for  a  Noun. 

EXERCISE  12. 

Answer  the  following  questions,  using  Pronouns : 

MODEL:  ' 

Question.     AVhere  are  the  scholars  ?  i 

Answer.      They  are  in  school. 

i 

1.  Where  are  the  scholars  ?    Ans | 

2.  Where  is  Maria  ?    Ans i 

3.  Who  threw  that  stone  ?    Ans J 

4.  Charles,  will  you  lend  me  a  book  ?    Ans | 

5.  Whose  dog  is  this  ?    Ans j 

6.  Who  is  asking  this  question  ?    Ans 


PRONOUNS.  15 

XVI.  — PROISOU^SS, 

B^*  Scholars  may  write  the  sentence,  /  study. 

1.  Of  what  use  is  the  word  I  ? 
It  sliows  luJio  studies. 

2.  "VVho  is  it  that  studies  ? 
The  person  speaking. 

3.  What  is  the  pronoun  that  stands  for  the  name  of  the  speaker  I 
The  pronoun  /. 

C^"  Scholars  may  write  the  sentence,  Touplay. 

4.  Of  what  use  is  the  word  you  ? 
It  shoAvs  wlio  plays. 

5.  Who  is  it  that  plays  1 
The  person  spoken  to. 

6.  What  is  the  pronoun  that  stands  for  the  person  spoken  to  ? 
The  pronoun  you. 

EXERCISE  (3. 

a.  Underline  all  the  Pronouns  : 

1.  I  am  fond  of  work.  2.  We  reverence  old  age.  3.  You  learn  dili- 
gently. 4.  He  is  clever.  5.  She  walks  well.  6  They  are  very  silent. 
7.  We  are  very  fond  of  her,  for  she  is  very  diligent,  8.  If  a  child  is 
disobedient  he  is  punished.  9.  The  heat  makes  me  thirsty.  10.  The 
porter  admitted  us. 

b.  Put  the  proper  Pronoun  instead  of  the  Xomi  which  is 
repeated  : 

1.  If  the  boy  is  good,  the  boy  is  loved.  2.  If  the  child  is  not  obe- 
dient, the  child  is  punished.  3.  {James  speaJcmg.)  James  said  to  his 
mother  yesterday,  James  v/ill  always  love  you.  4.  (Aime  speaking.) 
Anne  called  out,  Anne  cannot  come  now.  5.  The  servants  came  and 
told  the  master  that  the  servants  had  done  as  the  master  had  ordered. 
6.  {SpeaJdng  to  Edward.)  When  Edward  comes  out  of  school,  Edward 
must  go  into  the  garden. 


16  WORDS  AND  SENTENCES. 

XVII.  —  COMPOSITIOJf-LESSON. 

We  may  describe  a  thing  by  answering  these  questions  : 

1.  It  is  (of  what  quahty  ?) 

2.  It  is  (of  what  color  1) 

3.  It  is  (obtained  how  f) 

MODEL:    IVORY. 

/.    Q/voZ7^  ifj-  naza. 

Then  we  may  rewrite  the  whole  in  a  single  sentence,  thus : 
Q/V0Z71,  tt}  Aaza   ana  za/u^^  anc/  cd-  oC^amcc/  i^o?7i 
^/i6    ^ud/id-    o/  ete/ma7i^ij'. 

Here  we  have  a  capital  letter  at  the  beginning,  a  period  at  the  end, 
and  a  comma  to  separate  the  two  statements. 

C^^  In  the  same  way  describe  these  things  : 
1.  Coal.    2.  India  rubber.    3.  Cotton.    4.  Gold.    5.  Diamonds.    G.  Milk. 

Common  Errors. 

Incorrect.  Correct. 

1.  It  is  me.  It  is  I. 

2.  Him  and  her  went.  He  and  she  went. 

3.  Between  you  and  I.  Between  you  and  me. 

4.  Lay  down,  Towser  !  Lie  dowm,  Towser  1 

XVIIL  -  CONJUNCTIONS. 

^^"  Scholars  will  write  the  sentence,  Emma  can  sing. 

1.   Now,  who  else  can  sing  ? 
"  Lucy  can  sing." 


COMPOSITION-LESSON.  I7 


2.  Make  a  sentence  containing  tlie  two  statements. 
"  Emma  and  Lucy  can  sing." 

3.  What  is  the  use  of  and  in  this  sentence  % 
And  connects  the  words  Emma  and  Lucy. 

4.  "What,  then,  may  we  call  it  1 
A  connecting-word. 

^°  Write  these  sentences  : 

James  or  John  is  in  the  army. 
James  is  in  the  army,  hut  John  is  not. 

5.  What  are  the  connecting- words  here  ? 
The  words  or  and  hut. 

W^  Connecting-words  are  in  grammar  termed  Coxjunctions. 

6.  What  is  a  Conjunction  ? 

A  Conjunction  is  a  connecting-word. 

EXERCISE  14. 

Xame  the  Conjunctions  : 

1.  Art  is  lonj:'  and  life  is  fleetinc:. 

2.  Wheat  and  corn  grow  on  the  farm. 

3.  John  is  tall,  but  George  is  taller. 

4.  Girls  are  loved  because  they  are  amiable. 

5.  You  will  find  it,  if  you  look. 

6.  Animals  and  plants  live  and  grow. 

XIX.  —  COMPOSITION-LESSON. 

I  (H^*  Young  scholars  are  very  apt  to  write  sentences  containing 
a  great  many  statements  joined  by  ands.  Such  sentences  are  not 
elegant.  Be  careful  to  write  each  complete  statement  as  a  separate 
St^ntence. 

'  EXAMPLE. 

4|  crow  snatched  a  piece  of  cheese  from  a  window  and  flew  with  her 
prizl  to  a  tree,  so  a  cunning  fox  saw  her  and  went  under  the  branches 

\  \ 


18  WORDS  AND  SENTENCES. 

of  the  tree  where  the  crow  was  and  began  to  flatter  her  and  admire  her 

beauty,  and  he  said  it  was  a  pity  that  such  a  pretty  bu'd  shouhl  have  no 

voice. 

CHAITOED. 

1.  A  crow,  snatching  a  piece  of  cheese  from  a  window,  flew  with  her 
prize  to  a  tree.  2.  A  cumiing  fox  saw  her,  and  went  under  the  branches 
of  the  tree  where  the  crow  was.  3.  Here  he  began  to  flatter  her  and 
admire  her  beauty,  saying  it  was  a  pity  that  such  a  pretty  bird  should 
have  no  voice. 

EXERCISE  15. 

a.  In  the  same  way  break  up  this  long  sentence  into  two  oi 
three  well-constructed  sentences  : 


■A 


bi 


The  crow  wished  to  show  that  she  had  a  voice,  and  she  opened  he.  |ii 
mouth  and  cawed,  and  the  cheese  fell  down  in  the  fox's  open  mouth,  ant", 
then  the  fox  went  away  and  said  that  the  crow  had  more  beauty  than 
brains. 

b.  The  following  story  was  written  by  a  pupil  in  the  lowest 
grade  of  a  Grammar  School.  You  will  see  that  it  is  filled  with 
all  kinds  of  faults.  Correct  the  spelling y  imnctuation,  and  grammar, 
hreah  up  the  piece  into  several  sentences,  and  make  any  other  improve- 
ment you  can  thinh  of  : 

Once  a  crow  flew  in  to  a  windo  and  got  a  piece  of  cheas  and  flew  intt 
a  tree  to  eat  his  prize  a  cuning  fox  spied  the  crow  and  said  he  would 
have  it  so  he  said  to  the  crow  it  was  a  pitty  that  she  was  with  out  a  voice 
the  crow  wanted  to  show  him  that  she  had  a  voice  she  sung  and  the 
piece  of  chease  fell  from  the  crow  in  to  the  open  foxes  mouthe  and  he 
walked  away  and  sed  he  was  talking  about  beuity  and  not  about  brains. 

Common  Errors. 

Incorrect.  Correct. 

1.  Where  are  you  going  to  1  Where  are  you  going  ? 

2.  This  is  different  to  that.  This  is  different  from  that. 

3.  The  folks  are  to  home.  The  folks  are  at  home. 

4.  He  went  in  the  house.  He  went  into  the  house. 


I 


5.  Apples  is  nice.  Apples  are  nice. 

0.  He  don't  like  them.  He  does  not  like  them. 


i 


PREPOSITIONS.  19 

XX.  —  PREPOSITIONS. 

W^  Teacher,  placing  a  book  on  the  desk,  binder  it,  etc. : 

1.  What  relation  has  the  book  to  the  desk  ? 
The  book  is  on  the  desk. 

2.  What  now? 

The  book  is  under  the  desk. 

3.  "What  now  l 

The  book  is  over  the  desk. 

4.  What  words  in  these  sentences  show  the  relation  ? 
The  words  on,  under,  over. 

d^"  Now,  since  these  words  show  relation,  we  may  call  them 
Eelation-words.     In  grammar  they  are  termed  Prepositions. 

5.  What  is  a  Preposition  1 

A  Preposition  is  a  relation-word. 

6.  Name  six  Prepositions. 
By,  from,  in,  on,  to,  with. 

EXERCISE  16. 

a.   Point  out  the  Prepositions : 

1.  The  girls  are  in  the  garden. 

2.  The  apples  are  on  the  tree. 

3.  The  travellers  went  from  the  country  to  the  city. 

4.  Scholars  "vvrite  with  a  pen  on  paper. 

5.  The  bear  was  shot  by  the  hunter. 

6.  We  went  with  mother,  on  the  cars,  to  the  city. 

b.   Supply  the  Prepositions  : 

1.  The  books  are  ...  the  desk. 

2.  He  was  sent  . . .  school. 

3.  The  drunkard  was  arrested  . . .  the  policeman, 

4.  We  heard  . . .  our  fiicnd. 

5.  The  farmer  mows  . . .  the  scythe. 

6.  The  horse  is  ...  the  barn. 


20  WORDS  AND  SENTENCES. 

XXI.  —  INTERJECTIONS, 

W^  Scholars  may  write  these  sentences  : 

1.  Alas  !  pussy  is  dead  ! 

2.  Hurrah  !  we  are  going  to  have  a  holiday  ! 

1.  What  is  the  use  of  the  word  alas  ? 
It  expresses  a  feeling  of  grief. 

2.  What  is  the  use  of  hurrah  ? 
It  expresses  a  feeling  of  joy. 

Gl^"  Words  that  express  sudden  feeling  or  emotion  may  be  called 
Emotiox-words.  In  grammar  they  are  termed  Interjections, 
meaning  words  thrown  in  to  denote  emotion. 

3.  What  is  an  Interjection  ? 

An  Interjection  is  an  Emotion-word. 

CEF"  Select  from  your  Eeader  all  the  Interjections  you  can  find. 


XXII.  — REYIEW  OF  SECTION  I. 
I.     CLASSES   OF  WORDS. 

1.  Name-words  (Nouns) ;  as,  ;:)f;^,  house,  mother,  John,  Emma. 

2.  Action-words  (Verbs) ;  as,  read,  run,  malce,  huild. 

3.  Quality-words  (Adjectives) ;  as,  good,  large,  old. 

4.  How,  When,  and  Where-words  (Adverbs) ;  as,  slowly,  noiv, 
here. 

5.  Words  standing  for  Nouns  (Pronouns) ;  as,  he,  it,  they. 
G.    Connecting-words  (Conjunctions) ;  as,  a7id,  hut,  if,  or. 

-T  7.    Eelation-words  (Prepositions) ;  as,  iii,  of,  hi/,  ivith,  from. 
8.    Emotion-words  (Interjections) ;  as,  ah  !  alas  !  oh  !  hurrah  ! 

These  eio^lit  classes  include  all  the  words  in  our  lanGcuap-c. 
They  are  usually  called  the  Parts  of  Speech. 


R"^  VIE  IV. 


21 


EXERCISE  17. 

a.  Xame  orally  each  Part  of  Speech  in  the  following  sentenccG  : 

1.  The  girl  and  I  ran  quickly  through  the  open  gate. 

2.  Uncle  Joe  tells  funny  stories. 

3.  The  cat  and  the  dog  played  prettily  on  the  floor. 

4.  The  lad  could  read  well,  but  he  could  not  write  rapidly. 

5.  Two  swallows  built  a  nest  in  the  chimney. 

6.  The  brown  horse  won  the  long  race. 

b.  Eule  the  slate  by  this  model,  and  put  in  the  proper  column 
each  word  in  the  sentences  below  : 

MODEL. 
The  strong  horse  jumped  fearlessly  over  the  bridge,  and,  alas  !  he  broke  a  leg. 


Noun. 

Verb. 

Adjective. 

Adverb. 

Pro- 
noun. 

Conjunc- 
tion. 

Preposi- 
tion. 

Inter- 
jection. 

horse 

bridge 

leg 

jumped 
broke 

the 
strong 
the 
a 

fearlessly 

he 

and 

over 

alas  I 

1.  The  little  birds  sang  sweetly  in  the  groves  and  fields. 

2.  A  blue-eyed,  curly-headed,  laughing  boy  was  holding  in  his  hand 
a  large  red  apple. 

3.  The  beautiful  black  mare  trotted  fast,  and  won  the  last  race. 

4.  The  little  busy  bee  gathers  honey  diligently  from  the  open  flowers. 

5.  The  chattering  monkey  eats  nuts,  and  makes,  oh  !  such  fimny  faces. 


11.     AVORDS   IX  SENTENCES. 

In  order  to  remember  how  the  various  classes  of  words  are 
used  in  sentences,  scholars  should  commit  to  memory  the 


following 


MODEL    SENTENCES. 


1.  Boys  Tvrite  {Noun  and  Verb). 

2.  Careful  boys  write  (addition  of  Adjective). 

3.  Careful  boys  write  neatly  (addition  of  Adverb). 


22  WORDS  AND   SENTENCES. 

4.  Careful  boys  write  neatly ;  they  improve  {addition  of  Pronoun). 

5.  Careful  boys  write  neatly  and  they  improve  (      "        Conjunction). 

6.  Careful  boys  write  neatly  in  school  {ciddition  of  Preposition). 

7.  Careful  boys  write  neatly,  and  oh  I  how  rapidly  they  improve 

{addition  of  Interjection). 

^^^  In  like  manner  build  up  sentences  containing  the  eight  Parts 
of  Speech,  beginning  with  the  following  as  foundation  : 

1.  Birds  fly.        2.  The  horse  ran.        3.  Mary  sang. 

XXIII.  —  COMPOSITION-LESSOIf . 

0^^  The  following  piece  may  be  read  aloud  once  or  twice  in  the 
class,  and  then  the  scholars  may  write  out  in  their  own  language 
as  much  of  it  as  they  can  remember.  This  is  called  an  Abstract 
from  Memory. 

STORY  OF  SNAPPER. 

Snapper  was  a  wise  dog.  He  had  a  black  coat  and  yellow  feet.  He 
liked  much  to  catch  rats,  and  to  kill  them.  Eats  ran  quickly  into  holes 
when  Snapper  went  by.  They  hid  themselves  ;  but  Snapper  smelled 
them,  and  tried  to  catch  them.  Yet  Snapper  was  not  cruel.  Three  chil- 
dren kept  rabbits  in  a  hutch  in  the  yard.  The  hutch  was  high  up,  and 
there  was  a  hole  in  it  under  a  bed  of  hay.  Three  baby  rabbits  lay  on 
that  bed  of  hay.  The  hay  kept  the  baby  rabbits  safe.  But  a  man  came 
to  clean  the  hutch,  and  took  away  the  bed.  Then  the  baby  rabbits  fell 
through  the  hole  upon  the  gravel  below.  The  man  did  not  see  them 
drop.  Snapper  went  to  the  baby  rabbits.  Did  he  eat  them  ?  No.  He 
lifted  up  one  with  his  teeth,  and  ran  with  it  into  the  kitchen,  and  laid  it 
on  the  rug.  So  he  did  to  the  three  rabbits.  The  children  were  pleased. 
They  patted  Snapper,  and  praised  him,  and  said  he  was  the  best  and 
wisest  of  dogs. 

E^^  When  the  work  is  done,  scholars  should  exchange  papers 
and  criticise  one  another's  pieces. 


SECTION    II. 
SUBDIVISION  OF  PARTS  OP  SPEECH, 


XXIV.  — PROPER  NOimS. 

1.  What  are  Nouns  ? 
Nouns  are  name-words. 

E^^  Scholars  may  write  on  their  slates  the  following  sentences  : 

1.  "Washington  was  a  general. 

2.  Chicago  is  a  city. 

3.  The  Mississippi  is  a  river. 

"Wliat  two  name-words  in  the  first  sentence  ?    In  the  second  ?    In  the  third  ? 

1^^  The  noun  Washington  is  the  name  of  a  particular  person ; 
the  noun  Chicago  is  the  name  of  a  particular  place;  the  noun 
Mississip2n  is  the  name  of  a  particular  river.  Such  nouns  are  in 
grammar  termed  Phoper  ISTouns. 

2.  What  is  a  Proper  Noun  ? 

A  Proper  Noun  is  the  name  of  a  particular  person,  place, 
or  object. 

EXERCISE  18. 

a.  Copy  the  following  sentences,  and  draw  a  line  under  each 
Proper  Noun : 

1.  We  get  tea  from  China,  and  coffee  from  Java  and  Brazil. 

2.  Butter  and  cheese  are  made  from  milk. 

3.  Great  quantities  of  cotton  are  raised  in  Missis'sij)pi,  Alabama,  and 
Texas. 

4.  Webster,  Clay,  and  Calhoun  were  great  statesmen  and  orators. 

5.  The  three  chief  sea-ports  of  the  United  States  are  New  York,  Bos- 
ton, and  San  Francisco. 

C.  London  is  the  largest  city  in  the  "world. 


24  SUBDIVISION  OF  PAETS  OF  SPEECH. 

b.   Fill  up  the  blanks  with  suitable  Proper  ITouns ; 

1 is  our  teacher's  name. 

2 is  the  mayor  of  our  city. 

3 is  the  capital  of  our  country. 

4 is  the  President  of  the  United  States. 

5 is  the  largest  river  in  America. 

6.  Our  State  is  called 


XXV.  —  COMPOSITION-LESSON. 


WRITING  PROPER  N0X7NS. 


EuLE  I.  —  Every  Proper  Noun  must  begin  with  a  capital 
letter,  and  -when  a  Proper  Name  consists  of  more  than  one 
word,  each  word  must  begin  with  a  capital. 

Thomas  Jefferson,  ^ 

William  Brewer,  These  begin  with  capitals,  because  they  arc  the 

Queen  Elizabeth,    [  names  of  particular  persons. 

Ella  Steele. 


Boston, 

San  Francisco, 

Salt  Lake  City, 

Prince  Edward's  Island. 


These  begin  with  capitals,  because  they 
"are  the  names  of  particular  places. 


Rule  II.  —  Single  letters  used  as  abbreviations  of  Proper 
Nouns  must  be  written  in  capitals;  as,  G.  IV.  Greene  (=  George 
Washington  Gi'eene). 

EXERCISE  19. 
a.   Correct  the  errors  in  the  use  of  capitals  and  the  j^eriod  : 

1.  The  capital  of  franco  is  paris. 

2.  the  cape  of  good  hope  is  in  africa, 

3.  we  AVent  to  California  by  the  pacific  railroad 

4.  napoleon  was  a  Great  general 

5.  The  first  President  was  Washington, 

6.  My  name  is  norval. 


COMMON  NOUNS.  25 

b.  Write  as  follows  : 

1.  The  name  of  your  school. 

2.  The  name  of  your  cousin. 

8.  The  name  of  a  great  man  of  whom  you  have  heard. 

4.  The  name  of  your  uncle. 

5.  Sign  your  oivn  name  under  a  suhscription,  thus:  — 


C.  "Write  a  short  account  of  yourself  by  answering  the  following 
questions  : 

Where  do  you  live  ?  [name  of  city  (or  town),  county,  and  State]. 
What  is  your  name  ? 
What  is  your  age  ? 

MODEIj. 

Qy{a{e   o/  C/'Aco.        Q46?/    name    td'     7ci??zed'   ^^uuen, 
ana    Q/     a?7Z    ni'nc   yeazt)'    o/  aae. 

Comraon  Errors. 

IncmTect.  Correct. 

1.  William  come  back  this  morning.  William  came  back  this  morning. 

2.  'Taint  right.  It  is  n't  right. 

3.  He  told  you  and  I.  He  told  you  and  me. 

4.  He  learned  me  arithmetic.  He  taught  me  arithmetic. 

5.  ]\Iary  or  Jane  are  WTong.  Mary  or  Jane  is  wrong. 

XXVL- COMMON  NOUNS. 
W^  Scholars  may  Avrite  on  their  slates  the  following  sentences  : 

1.  AVashington  was  a  general. 

2.  Chicago  is  a  city. 

3.  The  Mississippi  is  a  river. 


26  SUBDIVISION  OF  PARTS  OF  SPEECH. 

1.  Wiiat  Proper  Noun  in  tlie  first  sentence  ] 
The  noun  Waslimgton. 

2.  What  other  noun  in  the  first  sentence  ? 
The  noun  general. 

^^f  The  noun  general  is  not  a  Proper  Noun  like  Wasliington, 
because  it  is  not  the  name  of  a  particular  person :  it  is  a  noun 
common  to  a  ivhole  class  of  2^ersons.  Such  nouns  are  in  grammar 
termed  Common  Nouns. 

3.  What  is  a  Common  Noun  1 

A  Common  Noun  is  the  name  of  a  class  of  objects. 

EXERCISE  20. 

a.  From  an  assigned  piece  in  the  Eeader  select  all  the  Common 
Nouns. 

b.  Join  a  Common  Noun  to  each  of  the  following  verbs  : 


1.  Fishes 

2 

3.    ........ 

swim. 
play. 
.  sew. 
.  fight. 
.  twitter. 

G 

7 

8 

flows. 

burns. 

twinkle. 

4 

9 

eat  nuts. 

5 

10 

draw  wagons. 

XXVII. -HOW  NOUNS  ARE  MADE. 

Many  Common  Nouns  are  made  hy  adding  a  suffix  to  a 
root-word. 

1.  What  is  a  root- word  1 

A  root-word  is  a  word  in  its  simplest  form ;  as,  glad,  talk 

2.  What  is  a  sufiix  ? 

A  suffix  is  a  syllable  added  to  a  root-vrord  to  make  a  deriva- 
tive; as  ness,  in  gladness;  er,  in  tal]cc7\ 

3.  What  Noun  can  be  formed  from  glad  ? 
Gladness. 


MAKING  N0V2:S.  27 

4.  What  does  the  suffix  ness  mean  ? 
State  of  being. 

Note.  —  When  ness  is  added  to  a  root-word  ending  in  y  preceded  by  a  con- 
sonant, the  y  is  changed  for  i  ;  as,  lively,  liveliness. 

5.  What  Noun  can  be  formed  from  talk  ? 
Talker. 

6.  What  does  the  suffix  er  mean  ? 
One  who. 

Note.  —  In  adding  c?-,  if  the  root-word  ends  in  e,  drop  the  e  ;  if  it  ends  in  a 
single  consonant  preceded  by  a  single  vowel,  double  the  consonant ',  if  it  ends 
in  y  preceded  by  a  consonant,  the  y  is  changed  for  i. 

7.  What  Noun  can  be  formed  from  lion  ? 
Lioness. 

8.  What  does  the  suffix  ess  mean  ? 

A  female  of  the  kind  denoted  by  the  root-word. 

EXERCISE  2!. 

a.  Add  the  suffix  ness  to  the  following  Adjectives,  and  define 
each  Noun  formed : 

1.  Hard.     2.  White.     3.  Dull     4.  Good.     5.  Sweet.     6.  Soft.     7.  Tardy. 

b.  Select  from  the  Reader  other  Common  Nouns  ending  in  ness. 

C.   Add  the  suffix  er  to  the  following  Verbs,  and  define  each 
Koun  formed  : 
1.  Work.    2.  Love.    8.  Write.    4.  Buy.    5.  Farm.    G.  Purchase.    7.  Plot. 

d.  Select  from  the  Eeader  other  Common  Nouns  ending  in  er. 

e.  Add  the  sufiix  ess  to  the  following  Nouns,  and  define  each 
Noun  formed : 

1.  Poet.     2.  Heir.     3.  Prince.     4.  Host.     5.  Author.     6.  Shepherd. 

f.  Select  from  the  Eeader  other  Common  Nouns  ending  in  ess. 

2* 


28  SUBDIVISION  OF  PARTS  OF  SPEECH. 

XXVIII.  —  COMPOSITION-LESSOIf  • 

ABBREVIATIONS. 

Rule.  —  Single  letters  used   as   abbreviations    are   generally 
written  in  capital  letters  and  followed  by  a  period. 

W^  The  following  are  among  the  most  ordinary  ahhreviations 
consisting  of  single  letters  : 


R.  R.  =  Railroad. 

M.  C.  =  Member  of  Congress. 

C.  0.  D.  =  Collect  on  delivery. 

P.  S.  =  Postscript. 

N.  Y.  =  New  York. 

O.  =  Ohio. 

R.  I.  =  Rhode  Island. 

M.  D.  =  Doctor  of  Medicine. 


B.  C.  =  Before  Christ. 

A.  D.  =  After  Christ. 

N.  B.  =  Take  notice  {nota  hene). 

A.  M.  =  Forenoon  {ante  meridiem). 

P.  M.  =  Afternoon  {post  Tneridiem). 

M.       =  Noon  {meridies). 

U.  S.  =  United  States. 

D.  C.  =  District  of  Columbia. 


EXERCISE  22. 

a.  Write  the  following  sentences,  putting  abbreviations  in  place 
of  the  words  in  italics  : 

1.  The  school  opens  at  9  before  noon,  and  closes  at  4  in  the  afternoon. 

2.  The  goods  were  sent  by  the  Ohio  and  Mississippi  railroad 

3.  The  capital  is  at  Albany,  New  York. 

4.  We  dine  at  5  in  the  afternoon. 

5.  Send  the  parcel  collect  on  delivery. 

6.  Address  the  letter  to  W.  A.  Hammond,  doctor  of  medicine* 

7.  Rome  fell  in  the  year  476  after  Christ. 

b.  Correct  the  errors  in  the  writing  of  the  abbreviatidhs  : 

1.  n.  b.   No  admittance  except  on  business. 

2.  Henry  Wilson,  m.  c,  Washington,  d.  c. 

3.  We  went  to  California  by  the  Pacific  r.  r. 

4.  The  package  from  n.  y.  was  marked  c  o  d. 

C.  Write  sentences  using  the  following  abbreviations  : 
1.  B.  C.  2.  P.  S.  3.  P.  M. 


Rinds  of  Nouns.  •<; 


jREVIEJV  OF  NOUNS.  —  TRANSITIVE   VERBS.  29 

XXIX.  — REYIEW  OF  NOUNS. 

C  Man,  ^ 

Common.  J  Town,  I  Arc  Names  of  Classes  ofOhjcds. 

[^  Mountain,  J 

j"  Webster,  ] 
Proper.  <  Cambridge,  >  Arc  Names  of  Partkidar  Objects. 

Ulps,       ^     J 

QUESTIONS. 

1.  What  is  a  Common  Noun  ]    Give  five  examples. 

2.  What  is  a  Proper  Noun  1    Give  three  examples. 

iJ^=*  From  an  assigned  piece  in  the  Eeader  select  all  the  Nouns, 
Common  and  Proper. 


XXX.  -  TRANSITIYE  TERES. 

1.  What  are  Verbs  ? 
Verbs  are  action-words. 

Ei^^  Scholars  will  write  the  followin.cj  sentence :   Tailors  make 
clothes. 


o 


2.  Which  word  is  the  Verb  ? 
The  word  make. 

3.  Do  the  words  "  Tailors  make  "  express  complete  sense  1 
ISTo  ;  because  it  is  not  stated  ivliat  they  make. 

^^  Many  verbs  require  to  be  followed  by  a  Noun  in  order  to 
make  a  full  statement.  Such  Verbs  are  called  Transitive  Veres, 
and  the  Noun  that  completes  the  sense  is  called  the  Object. 

4.  What  is  a  Transitive  Verb  1 

A  Transitive  Verb  is  one  that  requires  an  object  to  com- 
plete the  sense. 


30 


SUBDIVISION  OF  PARTS  OF  SPEECH. 


EXERCISE  23. 
a.   Add  Objects  to  tlio  following  Transitive  Verhs.: 
1.  Carpenters  build  houses. 


2.  Bakers  make  

3.  Boys  catch 

4.  The  bridge  spans 

5.  The  scholar 


6.  Education  improves  . 

7.  The  gardener  prunes 

8.  The  hunter  climbed  . 

9.  The  painter  painted  . 
10.  The  Indian  killed  .... 


Supply  Transitive  Verhs  to  the  following  Subjects  or  Objects : 


1.  The  lion  rends  his  prey. 

2.  The  bee honey. 

3.  The  hen her  chickens. 

4.  The  American liberty. 

5.  The  fisherman his  net. 


G.  The  children daisies. 

7.  The  shower the  air. 

8.  Washington the  British. 

9.  Eivers fish. 

10.  Learning mind. 


XXXI.  -  COMPOSITION=LESSOF. 

K^"  We  may  write  in  a  single  sentence  a  number  of  statements 
containing  the  same  Transitive  Verbs  with  different  objects,  by  using 
the  Transitive  Yerb  but  once,  and  separating  each  object  by  a  comma 
to  show  that  the  Verb  is  omitte^.     Thus, 
Grocers  sell  tea. 

Grocers  sell  tea,  coffee, 


Grocers  sell  coffee, 
Grocers  sell  sugar. 
Grocers  sell  molasses. 


sugar,  and  molasses. 


Rule  op  Punctuation.  —  When  there  are  three  or  more  nouns 
after  a  Transitive  Verb,  a  comma  is  placed  after  each  noun 
e^icept  the  last;  but  t-wo  nouns  joined  by  AND  are  not  sep- 
iirated  by  a  comma.     Thus  : 

Farmers  raise  wheat,  corn,  rye,  and  barley. 
Farmers  raise  wheat  and  corn. 


EXERCISE  24. 

a.   In  the  same  way  supply  objects  to  each  verb,  and  then  vrritc 
all  the  statements  in  one  sentence  : 


INTRANSITIVE   VERBS. 


31 


Our  State  produces 
Our  State  produces 
Our  State  produces 
Our  State  produces 

We  bought  a 

"We  bought  an.  


We  bought  some 
We  bouG:ht  a 


This  room  contains 
This  room  contains 
This  room  contains 
This  room  contains 
This  room  contains 

Druggists  keep , 

Druggists  keep 

Druggists  keep 

Druggists  keep 


J 


J 

\ 


b.    Supply  the  commas  "where  they  are  required  : 

1.  China  exports  tea  rice  and  silk.  2.  The  Eastern  Hemisphere  con- 
tains Europe  Asia  and  Africa.  3.  Have  you  a  horse  a  cow  a  sheep  or  a 
goat  ?  4.  The  picture  contained  a  house  a  lawn  a  brook  and  a  castle. 
5.  The  sun  gives  us  light  and  heat.  G.  Who  knows  the  time  place  or 
circumstances  of  his  death? 


XXXH.  — rMRANSITIYE  ITIRBS. 
Scholars  may  write  this  sentence  :  Animals  sleep, 

1.  Yv^hich  word  is  the  Verb  ? 
The  word  sleep. 

2.  Do  the  words  "  Animals  sleep  "  make  complete  sense  ? 

They  do. 

* 

(E^^  Correct ;  they  make  complete  sense.  The  verb  sleep,  unlike 
the  verb  tnal-e  in  the  sentence  "Tailors  make  clothes,"  does  not 
require  any  object  to  complete  the  sense,  —  the  action  docs  not 


oo 


SUBDIVISION  OF  FARTS  OF  SPEECH. 


pass  over  to   any  ol3Ject.      In  grammar  sucli   verbs   are  termed 
Intransitive  Verbs. 

3.  What  is  an  Intransitive  Verb  ? 

An  Intransitive  Verb  is  one  that  does  not  require  an  object 
to  complete  the  sense. 

EXERCISE  25. 

a.   Make  sentences  with  the  following  Intransitive  Verbs : 

7 sleep. 

8 flashes. 

9 will  succeed. 


1 

sail. 

4 

travel. 

2 

trot. 

5 

whistle. 

3 

plays. 

6 

whispered 

b.   Supply  Intransitive  Verhs  to  the  following  Nouns  : 


1.  The  lion  .. 

2.  Gold 

3.  The  drum 


4.  The  lamb  . 

5.  The  snake 
C.  Swallows  , 


7.  The  bell  . 

8.  The  river 

9.  Water  .... 


XXXIII.  -  COMPOSITION-LESSON. 

m^^  "VVe  may  write  a  series  of  separate  statements,  each  containing 
an  Intransitive  Verb  and  a  Noun  in  one  sentence,  by  writing  the 
Noun  first  and  then  following  with  the  Verbs,  separating  each  by 
a  Comma.     Thus, 

Boys  can  study.  ^ 

-P,  '  Boys  can  study,  play,  read,  work,  and 

Boys  can  read.  >•  =       "^   .  jj  i    jy         j  > 

-r>  ,  write. 

Boys  can  work. 

Boys  can  write.  > 

Rule  op  Punctuation.  —  "When  there  are  three  or  more  In- 
transitive Verbs,  a  comma  is  placed  after  each  Verb  except 
the  last;  but  two  Verbs  joined  by  AND  are  not  separated  by 

a  comma.     Thus; 

Dogs  bark,  bite,  and  play. 

Dogs  bark  and  bite. 


COMPOSITION-LESSON. 


33 


EXERCISE  26. 

a.  In  the  same  way  unite  eacli  group  of  statements  into  a  single 

sentence  : 

Girls  romp.^ 

Girls  laugli.  I  = 

Girls  sew.     J 

Samuel  rows. 
Samuel  swims. 
Samuel  rides. 
Samuel  boxes. 

Our  army  fouglit.  ^ 
Our  army  bled.      v  =: 
Oiu"  army  died.     J 

This  morning  I  rose. 
This  morning  I  washed. 
This  morninr^  I  dressed. 
This  morninc'  I  breakfasted. 
This  morning  I  went  to  school.  ^ 

b.  Supply  commas  where  they  are  required  : 

1.  The  poor  dog  turned  over  moaned  and  died. 

2.  Our  baby  slept  and  smiled. 

3.  Eobinson  Crusoe  stopped  paused  and  wondered  when  he  saw  the 
footprint  in  the  sand. 

4.  The  rushing  river  frets  fumes  and  roars. 

5.  "  I  came  saw  conquered/'  -svrote  a  Eoman  general. 

C.  The  name  of  everything  that  we  see  hear  smell  taste  touch  is  a 
noun. 

Common  Errorg. 

Incorrect.  Correct. 

1.  Have  you  wrote  your  letter  ?        Have  you  written  your  letter  ? 

2.  The  wind  blowed  hard.  The  wind  blew  hard. 

3.  How  many  is  there  ?  How  many  are  there  ? 


34      •  SUBDIVISION  OF  PARTS  OF  SPEECH. 

XXXIV.  — LIMITM(>  ABJECTIYES. 

E^^  We  have  learned  that  in  general  Adjectives  are  Quality- 
■\vords  j  but  all  Adjectives  are  not  of  the  same  kind^  and  hence  they 
are  usually  divided  into  three  classes  :  1.  Limiting  Adjectives  ; 
2.  Desckiptive  Adjectives  ;   3.  Proper  Adjectives. 

1.  Ill  the  sentence,  This  man  is  mij father^  ivhat  man  is  spoken  of? 
This  man. 

2.  What  use  has  the  word  this  ? 

It  limits  the  meaning  of  man  to  this  (not  that)  man. 

3.  TVhose  father  is  spoken  of  ? 
Iff/  father. 

4.  What  use  has  the  word  my  ? 

It  limits  father  to  mij  (not  his  or  your)  father. 

1^="  Such  Adjectives  are  called  Limiting  Adjectives. 

5.  What  is  a  Limiting  Adjective  1 

A  Limiting  Adjective  is  an  adjective  that  limits  the  mean- 
ing of  a  noun. 

Limiting  Adjectives  :  This,  these ;  that,  those ;  some ;  any ; 
many  ;  all ;  first  ;  two  ;  my  ;  his  ;  our  ;  your,  etc. 

Note.  —  The  Limiting  Adjectives  tlic^  an,  and  a  are  often  called  Articles. 

EXERCISE  27. 

Copy  the  following  sentences,  and  draw  a  line  under  each  Limit- 
ing Adjective  : 

1.  This  boy  is  very  lazy. 

2.  Those  blackbirds  have  flown  away. 

3.  Few  deer  have  been  shot  this  year. 

4.  Three  crows  sat  on  a  tree. 

5.  His  uncle  has  returned  from  India. 
C.  Some  swans  are  black. 

7.  That  girl  is  very  uidustrious. 

8.  All  quadrupeds  are  animals. 

9.  Many  flowers  blush  unseen. 


DESCRIPTIVE  ADJECTIVES. 


XXXV.  -  BESCRIPTIYE  ADJECTH^S. 

E^='  Scholars  may  vrrite  the  sentence  :  The  bright  sun  shines. 

1.  "What  kind  of  sun  shines  ? 
The  hright  sun  shines. 

2.  What  is  the  use  of  the  word  hright  ? 
It  describes  sun. 

C^^'  Such  Adjectives  are  called  Descriptive  Adjectives. 

3.  What  is  a  Descriptive  Adjective  ? 

A  Descriptive  Adjective  describes  an  object. 

Descriptive  Adjectives  :  White;  red;  green;  large;  small; 
heavy;  light;  sweet;  sour ;  hard;  soft;  good;  heautiful ;  iigly ; 
and  many  hundreds  of  similar  describing  words. 

EXERCISE  28. 

On  slates  draw  this  model,  and  put  each  Adjective  in  the  proper 
column  : 

MODEL. 
A  little  old  man  lives  in  that  white  house. 


Articles. 

Limiting 
Adjectives. 

Descriptive 
Adjectives. 

a 

that 

little 

old 

white 

1.  That  heautiful  red  rose  grew  in  my  garden. 

2.  Many  idle  scholars  waste  their  tune. 

3.  Some  tall  trees  grow  in  that  old  forest. 

4.  These  fine  apples  come  from  our  orchard. 

5.  An  honest  man  is  the  noblest  vrork  of  God. 

6.  That  yellow  nugget  of  gold  was  found  in  California. 

7.  A  little,  old,  white  man  with  a  small,  short-tailed  dog  stole  my 
venison. 

8.  The  snow-white  summit  of  the  mountain  towers  upvrard  into  the 
blue  sky. 


36  SUBDIVISION  OF  PARTS  OF  SPEECH.  \ 

XXXVI.  -  COMPOSITION-LESSON.  '\ 

MODEL  OF  ORAL  EXERCISE  ON  ADJECTIVES.  ; 

E^=*  Tell  some  quality  of  tliis  apple.     Large.     Yes.     Taste  of  it. 

Siveet.     Make  a  sentence  with  these  words  in  it.      The  large  ai-^ple 

is  siveet.      Give  another  quality.     Bed.     Bound.      Press  upon  it.       < 

Melloiv.     Now  make  other  sentences.  ! 

•   i 
The  red  apple  is  sweet.  i 

The  round  apple  is  sweet. 

The  mellow  apple  is  sweet.  i 

B^*  IIow  may  wo  put  all  these  thoughts  into  one  sentence  ?       ; 
Thus  :  The  large,  red,  round,  mellow  apple  is  sweet.  ' 

EuLE  OF  Punctuation.  —  "When  there  are  three  or  more  Ad-  j 
jectives  describing    the    same  Noun,  a   comma  is  placed   after 

each  Adjective  except  the  last;    but   tv70  Adjectives  joined  \ 

by  AND  are  not  sepaiated  by  a  comma.    Thus  :  ; 

A  large,  handsome,  and  well-built  shijp.  ; 

A  large  and  handsome  ship.  ; 

EXERCISE  29.  ! 

Unite  each  group  of  statements  into  a  single  sentence  ; 

A  boy  sat  on  the  back  seat,  ^ 
He  was  a  little  boy. 
He  was  a  mischievous  boy, 
He  was  a  white-headed  boy. 

A  beggar  called  at  our  door, ' 

He  was  old, 

He  was  lame, 

He  was  poorly  clad. 

A  tall  tree  stands  in  the  park,  ^ 

A  straight  tree  stands  in  the  park,     y  =z 
A  beautiful  tree  stands  in  the  park.  J 

Her  eyes  danced  in  her  head,  ^ 

It  is  Kate's  eyes  that  are  spoken  of. 
They  were  laughing  eyes. 
They  were  light  blue  eyes. 


PROPER  ADJECTIVES. 


37 


XXXVII. -PROPER  ADJECTIITIS* 

B^^  Scholars  may  write  the  following  sentence  :  Peruvian  harlc  is 
obtained  from  Peru. 

1.  "What  word  comes  first  ? 
The  word  Peruvian. 

2.  "What  word  comes  last  ? 
The  word  Peru. 

3.  W^hat  kind  of  word  is  Peru  ? 
It  is  a  Pro^Kr  Noun. 

4.  What  kind  of  word  is  Peruvian  ? 

It  is  an  Adjective,  because  it  shows  what  hiiid  of  bark. 

5.  What  are  Adjectives  formed  from  Proper  Nouns  called  ? 
They  are  called  Proper  Adjectives. 

Rule.  —  Every  Proper  Adjective  must  begin  -with  a  capital 
letter. 


~*roper  Adjective. 
Spanish. 
Portuguese. 
Greek. 
Hungarian. 
Canadian. 
Cuban. 
Brazilian. 
Norwegian. 
Swedish. 
Dutch. 


Proper  Noun. 

Proper  Adjective. 

Proper  Noun.      Pi 

France, 

French. 

Spain, 

China, 

Chinese. 

Portugal, 

Scotland, 

Scotch. 

Greece, 

Rhine, 

Rhenish. 

Hungary, 

Britain, 

British. 

Canada, 

Rome, 

Roman. 

Cuba, 

Italy, 

Italian. 

Brazil, 

Chili, 

Chilian. 

Norway, 

Japan, 

Japanese. 

Sweden, 

Mexico, 

Mexican. 

Holland, 

EXERC 

ISE  30. 

a.   jMake  statements,  usincj  the  followincj  Proper  Adjectives  : 


1.  German.     2.  American.     3.  Swedish.     4.  Mexican.     5.  Dutch. 


38  SUBDIVISION  OF  PARTS  OF  SPEECH. 

b.   Supply  suitable  Proper  Adjectives  to  make  good  sense  : 

MODEL:    "FRENCH  WINES  ARE  IMPORTED." 


1 wines  are  imported. 

2 marble  is  the  finest. 

3.  The  queen  is  named  Vic- 

toria. 

4.  That  man  has  a  high nose. 

5 olives  are  the  best. 

C.  The  people  are  well  edu- 
cated. 


7.  The language  is  spoken  in 

Holland. 

8.  The winter  is  very  cold. 

9.  Washington  caused  the to 

surrender. 

10.  The Alps  are  very  high. 

11.  The  ship  sailed  under  the 

fla<x. 


'o* 


C.   Correct  the  mistakes  in  the  following  sentences,  selected  from 
the  exercises  of  a  class  of  boys  and  girls  from  10  to  14  years  of  age; 

1.  The  enG;lish  olives  are  the  best. 

2.  The  hollandish  language  is  spoken  in  Holland. 

3.  That  man  has  a  high  roman  nose. 

4.  Washington  caused  the  brittish  army  to  surrender. 

5.  The  vessel  sailed  under  the  Peruish  flag. 

6.  The  norweigen  winter  is  very  cold. 

7.  itallian  marble  is  the  finest. 

8.  Chillian  olives  are  best. 

9.  The  Icelandish  winter  is  very  cold. 

10.  The  dutch  language  is  spoken  in  Holland. 

xxxvin.  — now  adjecthts  ahe  i^iade. 

1.  What  Adjective  may  be  formed  from  the  homw  fruit  1 
The  Adjective /rzaV/i^/. 

2.  What  does  the  suffix  fiil  mean  ] 
Full  of,  or  of  the  nature  of. 

3.  What  other  Adjective  may  be  formed  from  fmit  ? 
The  Adjective  fruitless. 

4.  What  does  the  suffix  less  mean  ? 
Without. 

5.  What  Adjective  may  be  formed  from  the  verb  eat? 
The  adjective  eatable. 


REVIEli^  OF  ADJECTIVES. 


39 


6.   What  does  the  suffix  able  mean  ? 
That  may  or  can  he. 

Note.  —  The  teacher  will  call  attention  to  the  rules  of  spelling  involved. 

EXERCISE  31.      • 

a.  Add  the  suffix  ful  to  the  following  IS'ouns,  and  define  the 
Adjectives  formed  : 

1.  Hope.     2.  Fear.     3.  Mercy.     4.  Health.     5.  Doubt.     G.  Fancy. 

b.  Add  the  suffix  less  to  the  following  Xouns,  and  define  the 
Adjectives  formed  : 

1.  Noise.     2.  Hope.     3.  Penny.     4.  Friend.     5.  Fear.     G.  Mercy. 

C.   Add  the  suffix  able  to  the  following  Yerhs,  and  define  the 
Adjectives  formed : 

1.  Tax.     2.  Blame.     3.  Teach.     4.  Love.     5.  Purchase.     6.  Eeascn. 

d.   Select  from  the  Eeader  three  Adjectives  ending  in  fid,  three 
Adjectives  ending  in  less,  and  three  Adjectives  ending  in  alle. 


XXXIX.  — EEYIEW  OF  ADJECTnT:S, 


Eiuds  of  Adjectives. 


Limiting. 


Three,  no. 
1^  Large,  small, 
DEscRirrivE..  J  Qood,  had, 

{  VvQitj,  ugly. 


f  This,  that. 

Some  any       \-  -^'""^  nouns  in  the  extent 
of  their  meaning. 


Xamc  qualities  of  objects. 


PROrER. 


''American, 
Parisian, 
Chinese, 

^  Spanish. 


>i 


Are   quality-words  formed 
"   from  corrcspo7iding  no2ins. 


QUESTIONS. 
L  How  many  kinds  of  Adjectives  are  there  ? 

2.  What  are  Limiting  Adjectives  ?     Give  two  examples. 

3.  What  are  Descriptive  Adjectives  1    Give  three  examples. 

4.  What  are  Proper  Adjectives  1    Give  four  examples. 


40  SUBDIVISION  OF  PARTS  OF  SPEECH. 

XL.  —  COMPOSITION-LESSON. 

(1^='  AVrite  a  short  composition  by  answering  the  following  ques- 
tions.    Be  careful  that  each  answer  is  a  com2olete  sentence. 

L  Are  apples  a  cultivated  or  a  wild  fruit  ? 

2.  Where  do  they  grow  ? 

3.  Is  there  more  than  one  kind  of  apples  ? 

4.  What  are  some  of  the  best  kinds  of  aj)ples  1 

5.  For  what  are  aj)ples  used  ? 

6.  What  drink  is  made  from  apples  1 

7.  How  are  dried  apples  prepared  % 

CRITICISM  OP  COMPOSITIONS. 

In  order  to  illustrate  some  of  the  kinds  of  errors  made  by  begin- 
ners in  writing  compositions,  two  specimens  of  actual  work  on  the 
questions  given  above,  by  a  grammar  class,  are  here  printed  precisely 
as  written. 

Example  1.  —  (1)  The  apple  is  a  cultivated  fruit,  (2)  it  grows  in 
both  warm  and  mild  climates,  (3)  there  is  more  than  one  kind  of 
apples,  such  as  the  Belle  Flower,  etc.,  (4)  they  are  used  for  cooking, 
eating,  etc.  (5)  Cider  is  made  from  the  apple,  (6)  they  are  prepared 
by  first  cutting  them  in  pieces,  and  then  putting  them  in  the  sun  on 
long  strings. 

In  this  composition  there  are  intended  to  be  six  sentences ;  but 
the  fourth  and  the  last  alone  end  with  a  period  :  the  others  end 
with  the  comma.  The  capitalizing  is  very  defective  :  in  the  sec- 
ond, t  jird,  fourth,  and  sixth  sentences,  the  first  words  begin  with 
small  letters  in  place  of  capitals. 

Example  2.  —  (1)  The  apple  is  a  cultivated  fruit  (2^  Apples  grow 
in  warm  climates  (3)  There  is  more  than  one  kind  of  apples  (4)  The 
belle  llower  apple  (5)  Apples  are  used  for  eating,  cooking,  and  baking, 
(6)  Cider  is  made  from  apples  (7)  The  juice  is  taken  out  of  them  and 
they  are  dried  in  the  sun 

Here  not  one  of  the  sentences  ends  with  a  period.  This  is  a  gross 
error.     The  fifth  sentence  ends  with  a  comma,  which  of  course  is 


KINDS  OF  ADVEllBS.  41 

wrong.  AYe  notice  that  the  answer  to  question  4  is  not  a  sentence, 
because  it  does  not  contain  a  A^erb.  It  might  be  completed  by- 
saying,  "  The  Belleflov\'er  apple  is  one  of  the  best  kinds."  In  writ- 
ing compositions  from  questions  scholars  must  he  very  careful  to  maize 
each  answer  a  comjylete  sentence.  The  last  sentence  has  not  the  full 
form  required  to  answer  the  question.  It  should  state  that  "  Dried 
apples  are  prepared  by,"  etc. 

EXERCISE  32. 

^^  Scholars  are  to  correct  the  spelling,  capitalizing,  and  language 
of  the  following  sentences.     They  are  from  actual  compositions. 

1.  Dried  apples  are  prepared  by  slicing  the  apples  into  thin  peaces  and 
then  place  them  in  the  sun  and  let  them  dry. 

2.  Dry  apples  are  prepared  by  getting  pealed  and  then  cut  them  into 
pieces  and  dried  in  the  sun 

3.  Apples  are  pealed  tlien  cut  in  to  pieces  and  then  laid  on  boards  to 
dry,  and  when  they  are  dried  they  are  called  dried  apples. 

4.  The  apple  is  a  cultivative  fruit. 

5.  Dried  apples  are  squeezed  till  all  the  juice  is  out  and  are  dried  in 
the  sun. 

6.  Apples  are  used  for  Pies,  Sauce,  Jell}'',  and  other  things. 

7.  There  are  more  than  one  kind  of  apples. 

8.  There  are  a  grate  many  kinds  of  appels 

9.  Apples  are  used  for  cooking  and  to  eat. 

XLL  — KINDS  OF  ADITIRBS. 

1.  What  is  an  Adverb  ? 

An  Adverb  is  a  how,  when,  or  where- word. 

2.  With  -what  words  are  Adverbs  generally  used  ? 
With  Verbs. 

C^^  Scholars  may  write  the  following  sentences  : 

1.  Ella  reads  distinctly,  and  writes  well. 

2.  John  may  begin  immediately. 

3.  If  you  will  not  come  here,  I  shall  go  there. 

Reads  7uw.?    Writes /iow.?    Jjegmiohcn?    Come  wJicrc?    Go  ichcre? 


42  SUBDIVISION  OF  PARTS  OF  SPEECH. 

3.  With  what  kind  of  words  have  all  these  Adverbs  been  used  ? 
Tliey  have  all  been  used  with  Verbs. 

11^="  AYrite  this  sentence  :  The  sun  is  very  lai^ge  and  exceedingly 
hot. 

Large  in  what  dcjrcc  ?    Hot  in  wliat  degree  ? 

4.  "With  what  kind  of  words  are  very  and  exceedingly  used  ? 
With  Adjectives. 

B^^  Write  this  sentence  :  Mary  sings  very  sweetly  and  plays 
QUITE  correctly. 

Sweetly  in  what  degree  ?    Correctly  in  what  degree  ? 

5.  With  what  kind  of  words  are  very  and  quite  used  ? 
With  Adverbs. 

d^^  We  have  thus  seen  that  Adverbs  may  be  used  to  limit  Verbs, 
Adjectives,  and  other  Adverbs. 

6.  What  classes  of  words  do  Adverbs  limit  ? 

Adverbs  limit  Verbs,  Adjectives,  and  other  Ad  verba. 

EXERCISE  33. 

a.  Add  Adverbs  to  the  following  sentences  : 

1.  Time  flies  ..???^f..  2.  The  moon  shines  ..??.'^'f..  3.  He  answered 
the  call  .l'>}^'\-...  4.  The  sluggard  rises  ..'?^f?:..  5.  .V'.^rF.-..  are  two  lions, 
and  J'^M'y.l.  are  two  tigers.  6.  He  gave  me  a  .  ^SPJ'f^. .  sweet  apple.  7.  AVe 
could  not  go  out,  because  it  was  .  /lyfSP. .  cold.     8.  The  parrot  chatters 

hnw? 

b.  In  each  of  the  following  sentences  supply  an  Adverb  making 
proper  sense  : 

MODEL:   "THE  GIRL  SEWS  NEATLY." 


1.  The  girl  sews  .... 

2.  The  rain  poured 

3.  They  listen 

4.  We  studied 

5.  The  lion  roared  . 


6.  We  live 

7.  Eliza  came 

8.  The  baby  sleeps 

9.  Speak to  the  unfortunate. 

10.  The  vessel  will  call 


COMPOSITION-LESSON.  43 


J 

XLII.  —  COMPOSITIOX-LESSON. 

ABBREVIATIONS. 

Rule.  —  Abbreviations  of  titles  must  always  begin  with  capi- 
tals and  end  with  a  period. 

XoTE.  —  An  abbreviation  of  a  title  is  a  short  way  of  writing  a  title  so  as  to 
save  the  trouble  of  writing  it  out  in  full  ;  thus,  in  place  of  ^vriting  Professor 
Morse  we  write  Prof.  Morse. 


The  following  are  some  comnioii  abbreviations  of  titles  : 

Mr.  stands  for  Mister. 
Mrs.     "       "    Mistress. 
Gen.    «       "   General. 
Col.     "       "   Colonel. 


Esq.  stands  for  Esquire. 
Prof.     "       "    Professor. 
Hon.     "       "    The  Honorable. 
Supt.    "       "    Superintendent. 


Note.  —  AVhen  you  write  Mr.  before  a  name,  take  care  never  to  write  Esq. 
after  it.  Sometimes  ignorant  people  write  such  names  as  "Mr.  J.  Smith,  Esq." 
Now  it  should  be  either  "Mr.  J.  Smith"  or  "J.  Smith,  Esq." 

EXERCISE  34. 

Correct  the  errors  in  the  use  of  ca2ntals,  the  period,  etc.  : 

1.  Last  Sunday  we  went  to  church  with  g.  Jones  esq 

2.  Washington  attacked  the  British  at  trenton  on  Christmas  day,  dec. 
25,  1V75. 

3.  We  were  visited  by  prof  Murray,  lion.  Gould  Bro\^Ti  and  mr  and 
mrs  Smith 

4.  gen.  Israel  Putnam  was  a  brave  soldier, 

5.  miss  Sarah  Pond  came  to  see  us  yesterday. 

6.  We  went  to  see  a  beautiful  play  which  was  written  by  mr.  Charles 
Roby  Esq. 

Common  Errors. 

Incorrect.  Correct. 

1.  Has  the  boys  gone  ?  Have  the  boys  gone  ? 

2.  I  can  WTite  better  than  him.  I  can  write  better  than  he. 

3.  He  dont  know  nothin'  about  it.  He  does  not  know  anything  about  it. 

4.  I  can't  hardly  tell.  I  can  hardly.tell. 

5.  He  had  n't  ought  to  had  it.  He  ought  not  to  have  had  it. 


4,4:  SUBDIVISION  OF  PARTS  OF  SPEECH. 

XLIIL  — HOW  ABYERBS  ARE  MADE. 

1.  What  Adverb  may  be  formed  from  the  word  brave  ? 
The  Adverb  Iravcly. 

2.  What  suffix  is  used  ? 
The  suffix  ly. 

3.  What  is  its  meaning  ? 
It  means  like. 

Note.  — ■  The  suffix  hj  is  a  contraction  of  lie,  the  old  English  word  like  ; 
thus  bravely  =  Iravc-like. 

4.  To  what  kind  of  words  is  ly  added  in  order  to  form  Adverbs  1 
To  Adjectives. 

0^==  Add  the  suffix  ly  to  each  of  the  following  words,  so  as  to 
form  Adverbs.     Define  them  : 

1.  Wise.  2.  Kind.  3.  Sweet.  4.  Terrible.  5.  Fearful.  6.  Exceed- 
ing. 7.  Busy.  8.  Extreme.  9.  Immediate.  10.  Prodigious.  11.  Enor- 
mous.    12.  Comfortable.     13.  Religious.     14.  Dear.     15.  Hopeful. 

XLIV.  -  COMPOSITION-LESSON. 

USE  OF  CAPITALS. 

Rule.  —  The  names  of  the  months,  of  the  days  of  the  week, 
and  of  holidays,  but  not  of  the  seasons,  must  begin  v/ith  capi- 
tals. 

January,    "^ 

February, 

March, 

April,  etc. 

Monday, 

Tuesday, 

Wednesday,      ^  D^P  of  the  week. 


Names  ©f  months. 


Thursday,  etc. 
Christmas, 
Fourth  of  July, 
Thanksgiving  Day, 
New  Year's  Day. 


Holidays. 


COMPOSITION-LESSON.  45 

EXERCISE  34. 

a.  "Write  the  following  : 

1.  The  name  of  the  twelfth  month. 

2.  The  name  of  one  of  the  seasons. 

3.  The  name  of  the  month  of  flowers. 

4.  The  names  of  the  three  coldest  months. 

5.  The  names  of  the  three  hottest  months. 

b.  Write  the  following  form,  using  your  own  name,  and  sub- 
stituting the  very  day,  month,  and  year  in  Avhich  you  write  : 
''I,  Samuel  T.  Goodfellow,  sign  this  deed  on  Tuesday,  July  4, 
1876." 

C.  Write  a  sentence,  stating  the  day,  month,  and  year  of  your 

birth. 

MODEL. 

Q^,      2onn  '^zee7ZZ(/co(/,  zaad  voZ7i  on    /reanc4c/au, 

d.   Write  the  following  : 

1.  A  sentence  using  the  word  Sunday. 

2.  A  sentence  using  the  word  Friday. 

3.  A  sentence  using  the  word  Monday. 

4.  A  sentence  using  the  name  Christmas. 

5.  A  sentence  using  the  name  Fourth  of  July. 

6.  A  sentence  using  the  name  Decoration  Day. 

7.  A  sentence  using  the  word  spring. 

Note.  —  The  name  Wednesday  is  often  -v^Titten  or  pronounced  as  if  it  were 
Wedcnsday  (sometimes  Wcnsday);  the  word  February  is  often  written  and 
pronounced  as  if  it  were  Fchuary :  be  very  careful  to  avoid  both  these  errors. 

Common  Errors. 

Incorrect.  Correct. 

1.  Go  to  wonst.  Go  at  once. 

2.  It  was  spoke  well.  It  was  spoken  well. 

3.  They  knowed  better.  They  knew  better. 

4.  It  is  me.  It  is  I. 

5.  AYas  it  her  ?  Was  it  she  ? 


46 


SUBDIVISION  OF  PARTS  OF  SPEECE. 


XLV.  — PERSOML  PKONOUNS. 

1.  What  is  a  Pronoun  ? 

A  Pronoun  is  a  word  that  stands  for  a  E"oun. 

E^^"  Scholars  may  write  the  following  sentences  : 

1.  I  must  learn,  and  you  may  teach  me. 

2.  James  is  at  the  head  of  his  class  because  he  is  attentive. 

2.  What  use  has  the  word  /  in  the  first  sentence  ? 
It  represents  the  person  who  is  speaking. 

3.  What  use  has  the  word  you  in  the  first  sentence  1 
It  represents  the  x^erson  spoken  to. 

4.  What  use  has  the  word  he  in  the  second  sentence  1 

It  represents  the  person  spoken  of  (or  stands  for  tlie  noun 
James). 

^T  Pronouns  that  represent  the  speaker,  the  person  spoken  to, 
or  the  person  spoken  of,  arc  called  Personal  Peonouns. 

5.  What  is  a  Personal  Pronoun  ? 

A  Personal  Pronoun  is  a  pronoun  that  represents  the  per- 
son speaking,  the  person  spoken  to,  or  the  person  spoken  of. 

6.  What  are  the  Personal  Pronouns  /  and  we  called  ? 
They  are  called  Personal  Pronouns  of  the  first  'person. 

7.  What  is  the  Personal  Pronoun  you  called  ? 

It  is  called  the  Personal  Pronoun  of  the  second  ]person. 

8.  What  are  the  Personal  Pronouns  he,  she,  it,  and  they  called  ? 
They  are  called  Personal  Pronouns  of  the  third  person. 

m^  Copy  on  slates  or  paper  the  following  table  of  the  Personal 
Pronouns  : 


One. 
First  person,      I. 
Second  person,  You. 

[He, 
Third  person,  -^  She, 

'  It. 


More  than  one. 
First  person,      "We. 
Second  person,  You. 
Third  person,    They. 


COMPOSITION-LESSON.  47 

EXERCISE  35. 

Tell  whether  the  Personal  Pronouns  are  of  the  first,  second,  or 
third  person  : 

1.  You  may  go.  2.  I  came  yesterday.  3.  Tell  Mary  that  she  is 
v/anted.  4.  They  will  return,  to-morrow.  5.  He  is  very  kind.  G.  I 
cannot  tell  you  where  he  is.  7.  The  moon  is  a  satellite,  because  it 
revolves  around  the  earth.  8.  We  sent  them  to  school.  9.  You  are  all 
afraid.     10.  The  dog  was  hurt,  but  it  was  not  killed. 

XLYI.  -  COjIPOSITION=LESSOX. 

^^  Scholars  may  copy  on  their  slates  the  following  little  composi- 
tion by  a  beginner:  it  is  on  the  subject  given  in  Lesson  XL.  p.  40: 

Apples  are  a  cultivated  fruit.  Apples  grow  in  temperate  regions. 
There  are  more  than  one  kind  of  apples.  Some  of  the  best  kinds  of 
apples  are  the  Seek-no-further  and  the  Spitzenburg.  Apples  are  used 
for  cooldng  and  to  eat.     Cider  is  made  from  apples. 

This  composition  illustrates  a  very  common  fault  in  beginners' 
work,  namely,  the  repetition  in  every  sentence  of  the  name  of  the 
subject,  —  in  this  case  the  word  ap2:)le  or  apples.  There  are  six 
sentences,  and  each  contains  this  word.  Now,  there  are  two  ways 
of  avoiding  this  way  of  writing.  The  first  is  to  use  2^ro7iouns  ;  the 
second,  to  use  a  descrijDtive  word  having  the  same  meaning  as  the 
subject  spoken  of.  Thus,  in  sentence  2,  the  pronoun  thei/  might  be 
used  in  place  of  apples.  Sentences  3  and  4  might  be  united  thus  : 
"  There  are  more  than  one  kind  of  apples,  the  Seek-no-further  and 
the  Spitzenburg  being  among  the  best  varieties."  In  sentence  5, 
"  this  fruit "  might  be  used  in  place  of  apples.  In  sentence  6,  "  it " 
(standing  for  "  this  fruit ")  will  take  the  place  of  apples. 

C^°  Scholars  should  rewrite  this  composition,  making  the  changes 
pointed  out  and  putting  the  whole  in  a  paragraph  of  five  sentences. 
When  the  exercise  is  done^  let  the  scholars  exchange  slates  for  C7'iticism, 
or  let  one  or  more  of  the  exercises  he  placed  on  the  hlacHboayxl  and 
made  the  basis  of  oral  criticism. 


48  SUBDIVISION  OF  PARTS  OF  SPEECH. 

XLVII.  -  RELATIYE  PROXOUNS. 

^^  Scholars  may  write  the  following  sentences  : 

1.  The  teacher  sent  for  the  boy,  ivlio  immediately  came. 

2.  The  ship  which  was  wrecked  sailed  from  Portsmouth. 

3.  We  chased  away  the  dog  that  barked. 

1.  In  the  first  sentence,  who  (is  it  said)  came  ? 
The  hoy. 

8^="  Correct ;  for  the  sentence  is  the  same  as  if  we  should  say, 
"  The  teacher  sent  for  the  boy,  and  the  hoy  immediately  came." 

2.  In  the  second  sentence,  what  was  wTecked  % 
The  sM^. 

3.  In  the  third  sentence,  what  barked  ? 
The  dog. 

4.  For  what  are  the  words  who^  ichich,  and  that  used  ? 
They  stand  for  hoy,  ship,  and  dog, 

5.  What  then  shall  we  call  them  ? 
Pronouns. 

8^^  These  are  pronouns  because  they  stand  for  nouns  ;  but  they 
are  not  Personal  Pronouns.  They  are  called  Relative  Fronoims^  be- 
cause they  refer  hack,  or  relate  to  some  noun  already  named. 

6=   When  do  you  use  who,  when  ichich,  and  when  that  ? 
Who  is  applied  to  persons  only ;  ichich,  to  the  lower  ani- 
mals and  to  lifeless  things ;  that,  to  persons,  animals,  or  things. 

EXERCISE  36. 

a.  Point  out  the  Relatives,  and  the  noun  to  which  each  refers  : 

1.  The  lady  who  called  yesterday  has  gone  to  Europe.  2.  The  horse 
which  he  bought  was  lame.  3.  John  has  a  bird  which  he  caught  in  a 
trap.  4.  William  Shakespeare,  who  wrote  great  dramas,  was  born  in 
1564.  5.  The  teacher  praised  all  the  pupils  that  were  promoted. 
6.    Many  are  the  strange  tales  winch  he  tells. 

b.  Supply  Relative  Pronouns  : 

1.  The  letter you  wrote  never  arrived.     2.  The  lady wofe 

the  mauve  dress  v/as  much  admired.     3.   We  saw  the  lion  was 


COMPOSITION-LESSOX.— INTERROGATIVE  PRONOUNS.    49 

spoken  of  in  the  papers.     4.  I  found  the  dog was  lost.     5.  It  was 

I lost  the  book.     6.  That  is  the  ship arrived  yesterday  from 

India. 

XLVIII.  —  COMPOSITIOX-LESSON. 

USE  OP  CAPITALS. 

I.  The  personal  pronoun  "I"  must  always  be  written  as  a 
capital  letter. 

II.  The  names  of  the  Supreme  Being,  and  personal  pronouns 
representing  them,  begin  with  capitals ;  as,  "  We  know  that  God 
h  good,  and  that  He  is  wise." 

EXERCISE  37. 

Correct  the  errors  in  the  use  of  capitals  : 

1.  come  to  me,  O  ye  children,  for  i  hear  you  at  your  play. 

2.  Our  father  who  art  in  Heaven,  hallowed  be  thy  Name. 

3.  Eemember  thy  creator  in  the  days  of  thy  youth. 

4.  Last  Sunday  i  went  to  church  with  Sister. 

Common  Errors. 

Incorrect.  Correct. 

1.  "Who  did  she  marry  1  Whom  did  she  marry  1 

2.  AVhat  for  did  she  go  ?  Why  did  she  go  ? 

3.  Me  and  John  Brown  went  a  fish-      John  Brown  and  I  went  a  fishing. 

ing. 

4.  'Taint  no  use  trying.  It  is  of  no  use  trying. 


XLIX.  — ESTERROGATm:  PRONOUNS. 

B^^  Scholars  may^Tite  the  following  sentences  : 

1.  rr/io .said  so? 

2.  JFliich  of  us  shall  go  1 
'3.   TFJiat  does  he  want  ? 

1.  What  is  th6  use  of  the  words  icho,  ickich,  and  lohat  in  these  sen- 
tences ? 
Tliey  are  used  in  asking  questions. 


50  SUBDIVISION  OF  PARTS  OF  SPEECH. 

(1^==  These  pronouns  are  called  Intekrogative  Phonouns. 

2.  What  are  the  Interrogative  Pronouns  ? 

The  Interrogative  Pronouns  are  the  words  WHO,  WHICH, 
and  WHAT,  used  in  asking  questions. 

3.  What  mark  is  used  to  close  a  sentence  beginning  with  an  Inter- 

rogative Pronoun  ? 
The  interrogation-point,  marked  thus  (?). 

EXERCISE  38. 
Tell  which  pronouns  are  Relative  and  which  Interrogative : 

1.  Who  was  it  that  took  my  cap  ? 

2.  Did  you  inquire  who  he  was  1 

3.  He  asked  me  if  I  laiew  who  was  going  to  the  party. 

4.  Which  of  you  hroke  that  pane  of  glass  ? 

5.  I  asked  the  first  man  that  I  met  which  w^as  the  road  to  Sonora. 

6.  What  is  the  reason  that  you  do  not  like  arithmetic  ? 

7.  The  man  who  stole  the  watch  v/as  punished. 

8.  This  is  the  dog  that  worried  the  cat  that  killed  the  rat  that  eat 
the  malt  that  lay  in  the  house  that  Jack  built. 

L.  —  COMPOSITION-LESSON. 

USE  OF  CAPITALS. 

Rule.  —  The  first  -word  in  every  line  of  poetry  must  begin 
■with  a  capital  letter. 

EXERCISE  39. 

a.   On  slates  or  paper  copy  the  following  stanzas  : 

1. 

And  out  again  I  curve  and  flow 

To  join  the  brunming  river  ; 
For  men  may  come  and  men  may  go, 

But  I  go  on  forever. 

2. 
And  Irish  Nora's  eyes  are  dim 
For  a  singer  dumb  and  gory  ! 
And  English  Mary  mourns  for  him 
__  Who  sang  of  "  Annie  Laurie." 


ADJECTIVE  PRONOUNS.  51 

b.   Copy  from  the  Eeader  any  selected  piece  of  poetry. 

C.   Write  on  paper  from  memory  any  piece  of  poetry  tliat  you 
know  by  heart. 

LL  — ADJECTITE  PROXOUNS. 

1!!^=  The  teacher  should  write  the  following  sentences  on  the 
blackboard  : 

1.  That  man  has  a  house  :  it  is  not  so  large  as  that  of  your  uncle. 

2.  Some  men  covet  wealth  ;  some  covet  honor. 

3.  One  scholar  may  read  ;  another  scholar  may  write  ;  another  may 
cipher. 

1.  In  the  first  sentence,  that  (man)  is  what  kind  of  word  ? 
An  Adjective,  because  it  limits  man. 

2.  In  the  other  use  of  that,  in  the  same  sentence,  is  it  an  Adjective  ? 
It  is  used  without  a  noun;  and,  as  it  stands  for  a  noun 

Qiouse),  it  has  the  use  of  a  Pronoun. 

3.  In  the  second  sentence,  what  two  uses  has  the  word  some  ? 

It  is  used,  first,  as  an  Adjective  ("same  men"),  and,  secondly, 
as  a  Pronoun  ("  some  covet  honor  "). 

4.  In  the  third  sentence,  what  two  uses  has  the  word  another  ? 
It  is  used,  first,  as  an  Adjective,  and,  next,  as  a  Pronoun. 

^^  These  Pronouns  are  called  Adjective  Pronouns. 

5.  What  is  an  Adjective  Pronoun  ? 

An  Adjective  Pronoun  is  an  adjective  that  may  be  used 
to  represent  a  noun. 

6.  Name  twelve  Adjective  Pronouns  1 

This,  that,  these,  those,  all,  some,  fcio,  each,  many,  mine,  yours, 

theirs. 

EXERCISE  40. 

Point  out  the  Adjective  Pronouns  : 

1.  I  like  this  better  than  that. 

2.  This  book  is  mine  ;  that  is  his. 

3* 


52  SUBDIVISION  OF  PARTS  OF  SPEECH. 

3.  Some  believe  tlie  stars  are  irilia"bited. 

4.  Many  are  called,  but  few  are  chosen. 

5.  Have  you  any  money  1     I  have  some. 
C.  None  knew  him  but  to  love  him. 

7.  Let  each  esteem  the  other  better  than  himself. 

LIL  — REVIEW  OF  PRONOUNS. 


Kiuds  of  Pronouns.  •< 


^  Personal, 

Relative, 

Interrogative, 
^Adjective. 


QUESTIONS. 

1.  What  is  a  Personal  Pronoun?  Give  the  Personal  Pronoun,  first 
person  singular ;  first  person  plural.  Give  the  Personal  Pronoun,  sec- 
ond person,  singular  and  plural.  Give  the  Personal  Pronoun,  third  per- 
son, singular  and  plural. 

2.  What  are  the  three  Relative  Pronouns  1  What  is  meant  by  the  an- 
tecedent ?    When  is  who  used  1  when  which  .^  when  that .? 

3.  Name  the  three  Interrogative  Pronouns. 

4.  What  is  an  Adjective  Pronoun  1    Give  five  examples. 

LIII.  -  COMPOSITION-LESSON. 

USE  OF  QUOTATION  MARKS, 

In  the  course  of  a  composition  it  will  often  be  necessary  to 
represent  a  person  as  actually  speaking.  This  is  called  direct 
speech,  and  is  contrasted  with  indirect  speech,  which  gives  the 
words  as  reported  by  another.  In  writing  direct  speech  the 
following  points  are  to  be  observed : 

I.  The  words  of  the  speaker  are  to  be  enclosed  in  qiiotation 
marks  ("  ");  as,  Henry  Clay  says,  ''I  would  rather  be  right  than 
be  president." 

II.  The  introductory  statement,  as  Jefferson  said,  he  rej^lied,  etc., 
is  to  be  followed  by  the  comma. 


COMPOSITION-LESSON.  53 

III.  The  first  word  of  the  direct  speech  must  always  begin  with 
a  capital  letter. 

IV.  When  the  speech  is  divided  by  expressions  like  said  he, 
replied  she,  etc.,  these  expressions  are  to  be  set  off  by  commas,  and 
not  included  within  the  quotations.  Thus  :  "  I  would  rather,"  said 
Henry  Clay,  "  be  right  than  be  president." 

1.  "What  is  direct  speech  1 

Sentences  \Yhich  represent  a  person  as  actually  speaking. 

2.  What  is  mdirect  speech  ? 

Sentences  which  give  the  words  as  reported  by  another. 

EXERCISE  41. 

Copy  the  following  story,  giving  particular  attention  to  the 
punctuation  : 

THE  QTJARREL  ABOUT  A  NUT. 

Two  little  boys  found  a  walnut  under  a  large  vv'alnut-tree,  near  the 
village.  "  It  is  mine,"  cried  Harry,  "  for  I  saw  it  first."  '•  Xo,  it  is 
mine,"  cried  Eobert,  "  for  I  picked  it  up."  Thus  they  quarrelled  loud 
and  long  about  who  should  keep  the  nut. 

"  I  shall  end  the  dispute,"  said  a  young  man,  who  came  up  and  stepped 
in  between  them.  He  took  the  nut,  opened  it  gravely,  and  said,  "  Here 
is  the  shell  in  tvro  halves,  —  one  half-shell  is  for  the  boy  who  saw  the 
nut  first ;  take  it,  Harry  :  the  other  half-shell  is  for  the  boy  who  picked 
the  nut  up  >  there  it  is,  Eobert.  As  for  the  kernel,  I  shall  keep  it  my- 
self, as  a  reward  for  my  trouble  in  settling  the  matter,"  So  the  young 
man  ate  the  kernel,  and,  as  he  was  walking  away,  he  said,  "  My  lads, 
the  end  of  most  quarrels  is,  that  people  lose  what  they  quarrel  about." 

Robert  and  Harry  stood  with  the  two  pieces  of  shell  in  their  hands. 
They  looked  first  at  them,  and  then  at  each  other,  and  burst  out 
laughing. 

"  I  think  it  serves  us  right,"  said  Harry.  "  I  am  sure  it  does,"  said 
Eobert.  "  Another  time,  Harry,  we  will  divide  our  nuts  for  ourselves, 
and  be  content  with  a  fair  share." 

^^^  As  a  composition-exercise  write  out  the  preceding  story  from 
dictation,  and  compare  with  the  book  for  punctuation  and  quotation 
marks. 


54  SUBDIVISION  OF  PARTS  OF  SPEECH, 


LIV.  — BLACKBOAED  EEVIEW. 

Noun j^^^l^^^' 

1^  Common. 

_-  ( Transitive, 

\  Intransitive. 

C  Limiting, 
Adjective.  ■<^  Descriptive, 

(^  Proper. 

''  How-kind, 


Adverbs...  ■< 


Pronoun... 


When-kind, 
Where-kind, 
Denoting  degree. 
'  Personal, 
Eelative, 
Interrogative, 
Adjective. 

Note.  —  These  are  the  five  main  kinds  of  words,  v»'ith  the  classes  into 
v;hich  each  kind  is  divided.  The  other  three  kinds  of  words  —  Conjunctions^ 
Prepositions,  Interjections  —  are  not  reviewed  here,  because  they  are  not 
divided  into  separate  classes. 

WRITTEN  E2AI/IINATI01T. 

1.  What  is  a  Proper  Noun  ?  Write  a  sentence  containing  two  proper 
nouns,  —  the  first  the  name  of  a  person,  the  second  the  name  of  a  place. 
Write  your  own  name,  and  give  the  reason  for  the  capitalizing  and  punc- 
tuation. 

2.  Give  a  common  noun  ending  in  er.  Give  a  common  noun  endincr 
in  ncss.  Write  five  common  nouns,  the  names  of  things  you  can  see. 
Write  two  common  nouns,  —  names  of  things  not  seen,  hvit  felt. 

3.  Take  these  sentences:  1.  "The  sun  shines."  2.  "Tailors  make 
clothes."  3.  "  Columbus  discovered  America."  4.  "  Children  cry." 
Which  Verbs  make  complete  sense  without  an  object  ?  Which  require 
an  object  1    Which  Verbs  are  Transitive,  and  which  Intransitive  1 

4.  Take  tliis  sentence  :  "  Some  flowers  have  beautiful  colors."  Yv^hat 
two  Adjectives  in  this  sentence?  Which  merely  limits?  which  describes  ? 
What  is  a  Limiting  Adjective  ?  a  Descriptive  Adjective  ?  Write  a  sen- 
tence containing  an  Article,  a  Limiting  Adjective,  and  a  Descriptive 
Adjective. 


COMPOSITION-LESSON,  55 

5.  "Which  three  kinds  of  Adverbs  are  used  to  limit  Verbs  ?  AVhich 
kind  is  used  to  limit  Adjectives  and  other  Adverbs  ? 

6.  What  Personal  Pronoun  shall  I  use  when  I  mean  myself  and  sev- 
eral other  persons  present  ?  In  the  following  sentence  use  personal  pro- 
nouns for  the  italicized  nouns  :  When  Ellen  returned,  Ellen  asked  Ellon's 
brother  if  Ellen's  hrotJicr  would  play  at  croquet. 

7.  Write  a  sent<inc6  containing  a  Relative  Pronoun  and  an  Interroga- 
tive Pronoun. 


LV.  -  COMPOSITION-LESSON. 

The  following  tale  should  be  read  aloud  by  the  teacher,  and  tho 
scholars  arc  then  to  write  out  what  they  can  remember.  This  is 
called  an  Abstract  from  Memory. 

A  FAIEY  TALE. 

Once  there  lived  a  poor  woman,  who  had  two  daughters.  The  elder 
daughter,  vvho  was  lazy,  was  ahvays  v\dshing  for  money,  so  that  she  could 
dress  in  silks  and  satins,  and  live  without  work.  "  I  wish  I  could  work 
and  earn  some  money,  to  buy  mother  a  cow  and  some  chickens,"  said  the 
younger  sister.  Their  mother  told  them  not  to  Vv'ish  for  silks  or  money, 
but  to  go  to  the  well  and  get  some  water  for  washing  their  old  clothes. 
The  indolent  sister  said  she  could  not  carry  water  ;  but  the  younger  one 
took  the  pail  and  went  to  the  well.  She  met  there  a  very  old  woman, 
who  asked  for  a  cup  of  water.  Effie  kindly  gave  her  the  water.  "  Little 
girl,"  said  the  old  lady,  "  what  were  you  wishing  for  a  little  while  ago  1 " 
Effie  told  her  that  she  wished  for  money  to  help  her  mother,  who  had  to 
work  very  hard.  "  My  dear,  shut  your  eyes,  and  drink  from  this  bottle," 
said  the  old  woman.  Effie  did  so,  and  then  took  her  pail  of  water  and 
went  home.  "  Dear  mother "  —  but  no  sooner  had  she  opened  her 
mouth  than  out  fell  pearls  and  diamonds  enough  to  make  her  mother 
very  rich.  The  old  fairy  woman  had  rewarded  Effie  because  she  was 
good  to  her  mother. 

ELACKBOAPvD  CHITICISM. 

AYhen  the  compositions  are  written,  one  of  them  may  be  placed 
on  the  blackboard  as  a  basis  of  class  criticism. 


56  SUBDIVISION  OF  PARTS  OF  SPEECH. 

^^  As  an  example  take  the  following  composition  : 

Once  ther  was  an  old  woman  which  had  two  daughters,  the  eldest 
daughter  said  I  wish  I  was  ritch  and  had  fine  clothes  and  could  live  in 
the  city,  but  the  youngest  one  said  I  v/ish  I  was  ritch  and  I  would  by 
mother,  a  cow,  pig  and  hens  but  the  mother  said  it  is  no  use  to  wish  for 
we  cant  have  them  ;  so  the  mother  said  to  the  eldest  daughter  go  and 
get  some  water  and  wash  your  clothes,  she  said  I  cant  carry  the  water 
it  is  to  heavy ;  but  the  youngest  one  went  and  got  some  but  when  she 
was  there  there  was  an  old  woman  ther  and  Effie  said  to  her  would  you 
like  a  glass  of  water  and  she  took  it  and  then  the  old  woman  said  what 
was  you  wishing  for  before  you  came  here  and  the  old  woman  said  was 
you  wishing  for  a  new  dress  and  jewels  ?  but  Effie  said  0  no  I  want  to  be 
ritch  and  the  old  woman  told  her  to  shut  her  eyes  and  drink  some  water 
and  she  drank  some  and  then  went  home.  When  she  got  home  just  as 
she  opened  her  mouth  to  tell  her  mother  a  whole  mouthful  of  gold, 
silver,  and  pearls  came  poaring  out.  This  was  the  reward  of  her  beeing 
good  to  her  mother. 

IW  Pupils  will  rewrite  this  composition,  correcting  the  faults 
and  improving  it  in  every  respect  possible. 

LVL  — REVIEW  OF  PUNCTUATION. 

I.    USE  OF  CAPITALS. 

&^  There  should  be  a  capital 

1.  At  the  beginning  of  every  sentence. 

2.  At  the  beginning  of  proper  nouns  and  proper  adjectives. 

3.  At  the  beginning  of  the  first  word  in  every  line  of  poetry. 

4.  At  the  beginning  of  abbreviations  of  titles. 

5 .  At  the  beginning  of  the  names  of  the  months  and  days  of  the  week. 

6.  At  the  beginning  of  the  names  of  the  Deity  and  of  personal  pro- 
nouns representing  them. 

7.  The  pronoun  I  and  the  interjection  0,  and  single  letters  used  in 
abbreviation  of  proper  nouns,  must  be  written  in  capitals. 

II.    USE  OF  THE  COMMA. 
HuLE  1.  —  Three  or  more  nouns,  pronouns,  adjectives,  verbs,  or 
adverbs,  used  in  the  same  vsray,  should  be  separated  by  com- 
mas.    Thus  : 


REVIEW  OF  PUNCTUATION.  57 

Nouns  :  Gold,  silver,  tin,  and  iron  are  four  of  the  principal  metals. 
Pronouxs  :  You,  he,  and  /  stand  equally  well  in  our  class. 
Adjectives  :  We  received  a  basket  of  fine,  sweet,  luscious  oranges. 
Verbs  :  Boys  ^3^a?/,  study,  and  recite  in  the  course  of  the  day. 
Adverbs  :    Men   should  conduct   themselves  wisely,  lorudcntly,  and 
righteously. 

EuLE  2.  —  "When  there  are  only  two  nouns,  pronouns,  adjec- 
tives, etc.,  not  joined  by  a  conjunction,  they  are  separated  by  a 
comma. 

Rules.  —  When  there  are  only  tv7o  nouns,  pronouns,  adjec- 
tives, etc.,  and  they  are  connected  by  a  conjunction,  the  comma 
is  generally  omitted.     Thus,  — 

1.  Boys  and  girls  go  to  school. 

2.  Great  and  good  men  are  respected. 

3.  We  suffer  and  groiu  strong. 

4.  He  acted  wisely  and  locll. 

EXERCISE  42. 

Insert  commas  in  the  following  sentences  wdiere  required  : 

1.  Eaisins  figs  oranges  and  nuts  are  exported  from  Spain.  2.  Rocks 
and  waves  delay  the  shattered  bark.  3.  Helen  can  play  sing  dance  and 
embroider.  4.  The  good  will  form  hereafter  stronger  purer  holier  ties. 
5.  Slowly  sadly  they  laid  him  down.  6.  Children  should  love  honor 
and  obey  their  parents.  7.  James  or  John  must  go.  8.  New  York  or 
the  Empire  State  contains  nearly  four  million  people.  9.  A  very  tall 
slender  dark-faced  man  appeared.  10.  Is  it  you  or  I  ?  11.  A  clear 
bright  morning.     12.   General  Wolfe  died  bravely  nobly. 


SECTION    III. 
CHANGES  IN  THE  FORM  OF  WORDS. 


LVIL  — NOUNS:   Number. 

1.  What  is  the  difference  in  meaning  between  look  and  hoolis  1 
Book  means  just  one  book ;  loolzs  means  more,  than  one. 

How  many  are  meant  by  houses  ?     More  than  one. 
How  many  are  meant  by  man  .^    Just  one  is  meant. 

d^^  Tell  whether  each,  of  the  following  w^ords  means  one  thing 
or  more  than  one  : 

Apples,  son,  leaves,  joys,  star,  stones,  children,  hero,  kings,  laborer, 
fruits,  shoe,  bag,  bears,  ink,  cart,  window,  gooseberries,  thieves,  ship, 
ropes,  streets,  men,  geese,  gates,  wheel,  bottle,  pens,  gardens. 

2.  How  do  you  know  when  one  is  meant  ? 
By  the  form  of  the  word. 

d^^  The  form  of  the  noun  is  called  Numher.  • 

3.  What  is  Number  1 

Number  is  the  form  of  a  noun  denoting  one  or  more 
than  one. 

d^^  When  the  noun  means  only  one,  it  is  said  to  be  of  the  Singu- 
lar number.  When  it  means  more  than  one,  it  is  said  to  bo  of  the 
Plural  number, 

EuLE,  — The  Plural  is  formed  by  adding  "s";  as,  hooTz^  boohs  ;  or, 
■where  the  pronunciation  requires  it,  "es";  as,  fox,  foxes. 

Note.  —  When  we  write  s  after  nouns  ending  in  5,  sJi,  ch,  x,  or  z  we  are 
not  able  to  sound  the  s  which  we  add.  Hence  we  must  add  cs,  and  pronounce 
it  as  a  separate  syllable  ;  thus,  class,  class-cs  ;  fox,  fox-cs. 


WRITING  PLURALS.— VERBS   WITH  NOUNS.  59 

EXERCISE  43. 

a.  Write  the  plurals  of  the  following  : 

1.  Hat.  2.  Sister.  3.  Slate.  4.  Box.  5.  Friend.  6.  Match.  7.  AYin- 
(low.     8.  Volcano.     9.  Wish.     10.  Hero.     11.  Brother.     12.  Elephant. 

b.  From  an  assigned  lesson  in  the  Eeader  select  all  the  nouns, 
and  state  whether  each  is  singular  or  plural. 

LVni.-WKITIXG  PLURALS. 

Sing,  in  Y.  —  jSTouns  ending  in  y,  preceded  by  a  coxsoxant, 
change  the  y  for  ie  in  the  Plural ;  as,  lady,  ladies.  But  if  the  y  is 
j)receded  by  a  vowel,  the  y  is  not  changed  in  the  Plural ;  as  hoy, 
hoys. 

Sing,  in  F  or  FE.  —  Is"ouns  ending  in  /  or  fe  change  the  /  for 
V  in  the  Plural ;  as,  calf,  calves ;  life,  lives :  except  brief,  chief, 
grief  handher chief ;  hoof,  proof  roof ;  scarf,  ivharf  dwarf ;  turf 
gulf ;  fife,  strife,  safe.  ISTouns  in  ff  do  not  take  v ;  as,  stuff,  stuffs  : 
EXCEPT  staff,  which  has  the  plural  staves. 

EXERCISE  44. 

a.  Write  the  plurals  of  the  following  nouns  : 

1.  Bay.  2.  Galley.  3.  Quality.  4.  Hoof.  5.  Proof.  G.  Loaf.  7.  Toy. 
8.  Half.  9.  Cuff.  10.  Quantity.  11.  Donkey.  12.  Party.  13.  Moiety. 
14.  Cliff.  15.  Wife.  16.  Muff.  17.  Fly.  18.  Story.  19.  Lily.  20.  Po- 
tato.    21.  AYharf.     22.  Chief.     23.  Posey.     24.  Valley.     25.  Joy. 

b.  From  the  Eeader  select  plural  nouns  illustrating  the  above 
two  rules. 

LIX.- VERBS  WITH  KOIWS. 

G^*  Scholars  may  write  the  following  sentences  : 

1.  The  boy  turns.     The  boy  changes. 

2.  The  boys  turn.     The  boys  change. 


60  CHANGES  IN  THE  FORM  OF   WORDS. 

1.  "VViiat  is  tlie  numher  of  boy  ? 
Singular  number. 

2.  Wliat  is  the  number  of  hoys  ? 
Plural  number. 

3.  The  verbs  used  with  boy  are  what  ? 
Turns,  changes. 

4.  The  verbs  used  with  boys  are  what  ? 
Turn,  change. 

5.  What  difference  do  we  observe  in  the  form  of  these  verbs  ? 
When  the  verb  is  used  with  a  singular  noun,  its  form  is 

turns,  changes;  but  when  used  with  a  plural  noun  its  form 
is  turn,  change. 

6.  Wliat  difference  is  there  in  the  use  of  the  s  as  joined  to  nouns 

and  to  verbs  .^ 
The  s  is  the  sign  of  a  plural  noun,  but  of  a  singular  verl. 

Note.  —  The  teacher  will  call  the  attention  of  pupils  to  the  fact  that  in 
forming  the  singular  of  verbs  the  same  changes  occur  as  in  forming  the  plural 
of  nouns.  Thus,  when  the  sound  requires  it,  es  is  added ;  when  final  y  is 
preceded  by  a  consonant  it  is  changed  for  ic,  etc. 

EXERCISE  45. 

a.  Write  these  sentences  so  that  the  nouns  and  verbs  shall  be  in 
tlie  plural  numher  ;  thus  : 

Singular.  Plural. 

1.  The  sparrow  flies.  The  sparrows  fly. 

2.  A  locomotive  moves.  The  locomotives 

3.  The  angel  weeps.  The  angels 

4.  The  farmer  surveys  his  field.  The  farmers their  fields- 

5.  The  lady  beautifies  herself.  The  ladies themselves. 

C.  The  whale  blows.  The  whales 

b.  Write  these  sentences,  so  that  the  nouns  and  verbs  shall  be 
in  the  singular  numher  ;  thus  : 


NOUNS  AND    VERBS.  Gl 

Plural.  Singular. 

1.  The  horses  run.  The  horse  runs. 

2.  Boys  play.  The  boy 

3.  The  stars  shine.  A  star 

4.  Cats  scratch.  The  cat 

5.  The  rivers  rush.  The  river 

6.  The  oxen  go.  The  ox 

7.  Women  marry.  The  woman 

C.   Correct  the  errors  in  noun&  and  verhs  : 

1.  Dogs  always  likes  to  bark. 

2.  Does  those  men  live  here  ? 

3.  Cattle  and  horses  eats  grass  and  hay. 

4.  The  hounds  hunts  foxes. 

5.  The  squirrel  in  the  trees  eat  chestnuts. 

6.  The  girls  goes  to  school,  but  the  boys  stays  at  home. 


LX.  — NOimS  AND  TERES:   IiTegular  Forms. 

1.  What  are  the  plurals  of  man,  woman,  child  ? 
Men,  luomen,  children. 

2.  What  are  the  plurals  of  foot,  goose,  tooth  ? 
Feet,  geese,  teeth. 

3.  What  are  the  plurals  of  ox,  sheep,  deer  ? 
Oxen,  sheep,  deer. 

4.  Are  these  plurals  formed  in  the  regular  way  ? 

They  are  not ;  for  most  nouns  form  their  plural  by  adding 
s,  or,  when  the  sound  needs  it,  es. 

5.  What,  then,  may  we  call  such  plurals  ?  . 
Irregular  plurals. 

6.  In  T^hat  way  is  the  plural  of  most  verbs  formed  ? 
By  dropping  the  final  5  of  the  singular. 

^^^  There  are  irregular  plurals  of  verbs,  as  there  are  of  nouns  : 
thus,  — 


62                    CHANGES  IN  TEE  FORM  OF   WORDS.                 .  ^ 

The  plural  of  am  is  are. 

The  plural  of  is  is  are.  \ 

The  plural  of  was  is  were.  ] 

The  plural  of  has  is  have. 

The  plural  of  does  is  do. 

*i 
I 

EXERCISE  46.  j 

a.  Make  both  nouns  and  verbs  plural :  \ 

MODEL:  THE  CHILDREN  ARE  HAPPY.  , 

1.  The  child  is  happy.  \ 

2.  My  tooth  has  decayed.  • 

3.  The  ox  was  drawing  the  plow.  ] 

4.  This  sheep  does  not  yield  much  wool.  j 

5.  In  savage  countries  woman  does  hard  work.  | 

6.  The  gentleman  was  late  for  the  train.  I 

1 

b.  Correct  tho  errors  in  nouns  and  verbs : 

1.  What  boys  has  been  disturbing  my  desk  ?  ; 

2.  Three  blind  mice  was  running  after  the  farmer's  wife. 

3.  Does  the  deer  shed  their  horns  every  year  ? 

4.  The  children  goes  to  school  every  morning. 

5.  Every  tooth  in  his  head  were  gone.  ] 

6.  The  gooses  was  swimming  in  the  pond.  j 

XLI.  —  COMPOSITION-LESSOR.  i 

i 

AN  EXERCISE  OP  THE  IMAGnTATION.  \ 

Write  an  imaginary  story  on  whichever  of  the  following  subjects 

suits  you  best :  \ 

1.  "  My  Trip  to  the  Moon."  \ 

2.  "  A  Little  Girl  and  her  Lamb."  I 

3.  "  A  Boy  and  a  Purse  of  Gold." 

4.  "  Autobiography  of  a  Pin."  j 

5.  "  Autobiography  of  a  Doll."  ■ 

I 

Note.  — An  "Autobiography  of  a  Doll"  means  the  history  of  its  life,  sup-  j 

posed  to  be  written  by  itself.                 '  j 


POSSESSIVE  SINGULAR.  (53 

LXIL- NOUNS:   Possessive  Singular. 

^^  Scholars  may  write  the  following  sentence  : 

The  girl  has  a  book,  and  the  girVs  book  is  here. 

1.  In  this  sentence,  what  two  forms  of  the  same  word  have  we  ? 
The  form  gh^l  and  the  form  r/irrs. 

HSF"  "\Ye  notice,  if  we  look  carefully,  a  difference  in  the  2cse  of 
these  words.  Gt^^l  is  the  name  of  what  we  are  talking  abont :  wo 
say  that  "the  gii^l  has  a  book";  but  in  the  next  part  of  the  sen- 
tence we  are  not  talking  abont  the  girl,  but  about  her  book 

2.  What  is  the  simple  form  of  a  noun,  as  girl,  called  ? 
The  Subject  form  (or  ISTominative  case). 

3.  What  is  the  form  of  the  noun  shown  in  the  word  girl's  called  ? 
The  Possessive  form  (or  case). 

4.  Give  the  rule  for  writing  the  possessive  singular  of  nouns. 

EuLE.  —  The  possessive  singular  of  a  noun  always  takes  the 
apostrophe  and  s  ('s). 

EXERCISE  47. 

a.  Write  the  Possessive  Singular  of  the  following  nouns  : 

1.  Friend.     2.  Lady.    3.  Calf.    4.  Man.    5.  Professor.     C.  Jeweler. 

b.  Supply  the  Possessive  sign  : 

1.  Mary  has  lost  Jane...  book.  2.  John  did  not  comply  with  his  par- 
ent... command.  3.  Charles...  task  is  very  difficult.  4.  The  women... 
trials  were  very  great.  5.  A  boy...  taste  changes  as  he  grows  older. 
6.   The  judge...  pay  is  $5000. 

C.   Correct  the  errors  in  the  Possessive  forms  : 

1.  The  cheese  dropped  into  the  fox  mouth.  2.  The  ladys'  muff  is 
made  of  fur.  3.  The  womans'  shoes  were  bought  here.  4.  Jame's  coat 
io  torn.    5.  The  mans  hands  were  tied.     G.  The  heros  harp  was  nuite. 


64  CHANGES  IN  THE  FORM  OF  WORDS. 

d.   Change   the   italicized   expressions   by   means   of  Possessive 
Forms  : 

MODEL. 
The  bonnet  of  the  lady  —  the  lady's  bonnet. 

1.  The  bonnet  of  the  lady.     2.  The  house  of  a  friend.     3.  The  wishes 
of  our  mother.    4.  The  delays  of  the  law.    5.  The  "WTong  of  the  oppressor. 

6.  The  tail  of  the  sheep. 

LXIII.  — NOUHS:   Possessive  Plural. 

C^^  Scholars  may  -write  the  following  sentence  : 

Ladies  wear  shoes,  and  ladies'  shoes  are  sold  here. 

1.  In  this  sentence,  what  two  forms  of  the  same  word  have  we  ? 
The  form  ladies  and  the  form  ladics\ 

2.  What  form  is  ladies  ? 
The  Suhjcct  form. 

3.  The  form  ladies'  ? 
The  Possessive  form. 

4.  Give  the  rule  for  forming  the  possessive  plural  of  nouns. 
Rule.  —  The  possessive  plural  of  nouns  is  formed  by  writing 

the  apostrophe  after  the  subject  plural. 

&^  There  are  exceptions  to  this  rule.  The  few  irregidar  nouns, 
as  7nan,  men  ;  child,  children,  etc.,  which  do  not  form  their  Subject 
plural  by  the  addition  of  s,  take  's  for  the  Possessive  plural ;  thus, 
men,  men^s;  children,  children's. 

EXERCISE    48. 

a.  "Write  the  Possessive  plural  of 

1.  Friend.     2.  Lady.     3.  Calf.     4.  "Woman.     5.  Ox.     6.  Jeweler. 

7.  Horse.     8.  Man.     9.  Dog.     10.  Girl. 

b.  "Write  three  sentences,  each  containing  a  noun  in  the  Posses- 
sive plural. 

C.  Copy  from  your  Reader  sentences  containing  nouns  in  the 
Possessive  plural. 


REVIEW  OF  CHANGES  IN  NOUNS. 


65 


LXIV.-REYIEW  OF  CHANGES  IN  NOUNS. 

I.   !N"ouns  unclergo  but  two  changes  of  form  in  gi^ammar 
1.    The  change  of  form  to  denote  the  plural  number. 


2.   The  change  of  form  to  denote  the  possessive  case. 

Singular  number. 

Plural  number. 

Subject  form,  girl. 

Subject  form,  girls. 

Possessive  form,  girl's. 

Possessive  form,  girls'. 

Subject  forsi,  lady. 

Subject  form,  ladies. 

Possessive  form,  lady's. 

Possessive  form,  ladies'. 

Subject  form,  man. 

Subject  form,  men. 

Possessive  form,  man's. 

Possessive  form,  men's. 

II.   In  order  to  determine  the  numler  of  a  Possessive  noun, 

observe  the  following 

Kule.  —  If  the  part  of  the  vrord  before  the  apostrophe  is  c:n- 
gular,  the  vrhole  word  is  singular.  If  the  part  of  the  w^ord 
before  the  apostrophe  is  plural,  the  whole  word  is  plural. 

EXAMPLE.  — Man's  life. 

The  part  before  the  apostrophe  is  man,  which  is  singular,  hence  man's 

is  singular. 

EXAMPLE.  —  Ladies'  gloves. 

The  part  before  the  apostrophe  is  ladies,  which  is  plural,  hence  ladies' 

is  j)lural. 

EXERCISE  49. 

State  whether  the  Possessive  Nouns  are  singular  or  plural,  and  why. 

1.  Father  told  a  story.  2.  Mary's  father  told  a  story.  3.  The  son  watched 
the  pilot.  4.  The  captain's  son  watched  the  pilot.  5.  Bonnets  attracted 
attention.  6.  Girls'  bonnets  attracted  attention.  7.  The  tailor's  coat 
fitted  the  apprentice.  8.  Paul  Jones's  sailors  captured  the  ship.  9.  The 
widow's  mite  pleased  Christ.  10.  The  soldiers'  general  received  a  wound. 
11.  The  mason's  children  drank  the  milk.  12.  The  bees'  hive  contains 
honey.     13.  Charles's  clerk  obeyed  the  orders. 


66 


CHANGES  IN  THE  FORM  OF  WORDS, 


LXV.  —  COMPOSITION-LESSON. 

USE  OF  THE  APOSTROPHE. 

I.  The  apostrophe,  besides  being  used  in  the  possessive  form, 
is  used  to  denote  the  omission  of  one  or  more  letters. 

The  following  are  often  abbreviated  by  the  use  of  the  apostrophe : 


I  'm         =1  am. 
You  're    =  you  are. 
He 's       =  he  is. 
We  're     =  we  are. 
They  're  =  they  are. 
It 's         =  it  is. 


O'er    =  over. 
Ne'er  =  never. 
0'       =  of. 
I  've   =1  have. 
I  '11     =1  \vill. 
He'll  =  heAvin. 


II.  The  pronoun  forms  "its,"  "yours,"  "ours,"  "hers,"  "theirs" 
must  never  be  written  with  the  apostrophe. 


EXERCISE  50. 

Correct  the  errors  in  the  use  of  the  Axiodroiiilie  : 

1.  Lawrence  said,  Do'nt  give  up  the  ship.  2.  Youre  mistaken  in 
thinking  so.  3.  Its  a  pity  that  bird  has  lost  it's  feathers.  4.  This  is  a 
ladie's  and  gentlemens'  restaurant.  5.  Ive  my  gloves' ;  have  you  your's  ? 
6.  Ill  be  there  in  a  minute  ;  its'  only  five  oclock  now.  7.  T'is  mine  ; 
tis  your's. 

Cominon  Errors. 

Incorrect.  Correct. 

1  have  n't  any  slate. 


I  hain't  got  no  slate. 
Have  you  spoke  your  piece  ? 
It  ramed  right  smart. 
Not  as  I  knows  of. 
The  bell  was  rang. 


Have  you  spoken  your  piece  ? 
It  rained  quite  hard. 
Not  that  I  am  aware  of. 
The  bell  was  rung. 


LXVI.  —  ADJECTIYES :   Comparison. 

E!^^  Scholars  may  write  the  following  sentence  : 

A  pigeon  is  small,  a  robin  smaller,  but  a  humming-bird  is  the  smallest 
of  the  three. 


) 


COMPARISON  OF  ADJECTIVES.  (J7 

1.  What  three  words  here  resemble  one  another  ? 
The  words  small,  smaller,  smallest. 

2.  What  is  this  change  in  the  form  of  adjectives  called  ? 
It  is  called  Comparison. 

3.  What  name  is  given  to  the  simple  form  small,  near  ? 
It  is  called  the  Positive  degree. 

4.  What  name  is  given  to  the  form  smaller,  nearer  ? 
It  is  called  the  Comparative  degree. 

5.  What  name  is  given  to  the  form  smallest,  nearest  ? 
It  is  called  the  Superlative  degree. 

6.  Give  the  rule  for  forming  the  Comparative  and  the  Superlative 
of  Adjectives. 

Rule.  —  Adjectives  generally  form  their  Comparative  by  add- 
ing "  er,"  and  their  Superlative  by  adding  "  est,"  to  the  Positive. 


Positive,  great,  lovely. 

Comparative,    greater,  lovelier. 
Superlative,    greatest,  loveliest. 


Note.  —  The  following  rules  for  spelling  the  Comparative  and  the  Superla- 
tive degrees  of  Adjectives  must  he  carefully  observed  :  — 

1.  "When  an  adjective  ends  in  c,  drop  e  before  cr  and  est;  as,  brave,  braver, 
bravest. 

2.  When  an  adjective  ends  in  y,  change  y  for  i  before  cr  and  est;  as,  lovely, 
lovelier,  loveliest. 

3.  When  an  adjective  ends  in  a  single  consonant  preceded  by  a  single  vowel, 
double  the  consonant  on  adding  cr  or  est ;  as,  hot,  hotter,  hottest. 

EXERCISE  51. 

a.   TeU  the  degree  of  Comjmrison  of  the  Adjectives  : 

1.  Iron  is  hard,  steel  harder.  2.  Tin  is  heavy,  gold  heavier.  3.  Gold 
is  the  heaviest  of  the  precious  metals.  4.  The  cherries  are  riper  than 
the  currants.  5.  Solomon  was  the  wisest  of  men.  6.  It  is  nobler  to 
give  than  to  receive. 


68 


CHANGES  IN  THE  FORM  OF  WOIWS, 


b.   Fill  the  blanks  with  Adjectives  of  the  proper  degree  of  Com- 
parison : 

1.  John  is than  his  brother. 

2.  She  was  the sister  of  the  two. 

3.  The is  a  lady's  dress,  the  less  likely  is  she  to  be  admired  by 

people. 

4 heads  than  yours  have  been  puzzled. 

5.  She  is  the scholar  of  the  three. 

6.  Solomon  was  the man  that  ever  lived. 


LXVII.  — ADJECTIYES:   Comparison, 

1.  What  is  the  Comparative  and  the  Superlative  of  beautiful  ? 
More  hcautiful ;  most  heautiful. 

E^"  We  do  not  form  the  Comparative  and  Superlative  by  adding 
er  and  est  in  such  cases,  because  the  addition  of  these  sufi&xes  would 
make  the  word  too  long  to  please  the  ear. 

2.  What  is  the  rule  in  such  cases  ? 

Rule.  — Adjectives  of  more  than  tv70  syllables  generally  form 
their  comparative  by  putting  "more"  before  the  positive,  and 
their  superlative  by  putting  "  most." 

Note.  —  Certain  Adjectives  are  compared  irregularly.  Among  these 
are  the  following  :  — 


Posit  ive. 

Comparative. 

Superlative. 

Good, 

better, 

best. 

Bad, 

worse. 

V7orst. 

Many, 

more. 

most. 

Far, 

farther. 

farthest. 

EXERCISE  52. 

Answer  orally  the  following  questions  : 

1.  What  is  the  Comparative  of  sweet  ?    The  Superlative  ? 

2.  What  is  the  Comparative  of  splendid  ?    The  Superlative  ? 

3.  What  is  the  Comparative  of  homely  ?    The  Superlative  ? 


COMPOSITION-LESSON. 


69 


4.  What  is  the  Positive  of  best  ? 

5.  What  is  the  Comparative  of  worst  ? 

6.  What  error  in  the  expression  most  beautifulest  bonnet  ? 

7.  The  baddest  man :  what  is  the  proper  word  here  l 

8.  Can  one  thing  be  more  square  than  another  ] 


LXVIII.  —  COMPOSITION-LESSON. 

COMBINING  SENTENCES. 

A  composition  made  up  entirely  of  short  disconnected  sentences 
does  not  sound  well.  We  may  often  improve  such  a  composition 
by  joining  two  or  more  of  the  statements.  In  doing  so  we  must 
be  careful  to  combine  such  sentences  only  as  can  be  connected  in 
sense,  and  not  to  use  too  many  ands. 

EXAMPLE :  The  Crow  and  the  Pitcher. 


Separate  Statements. 
A  crow  was  ready  to  die  of  thirst. 
He  flew  with  joy  to  a  pitcher.  He 
saw  the  pitcher  at  a  distance.  He 
came  up  to  it.  He  found  the  water 
very  low.  With  all  his  stooping  he 
was  unable  to  reach  it.  Upon  this 
he  attempted  to  break  the  pitcher. 
He  attempted  to  overturn  it.  His 
strenccth  was  not  sufficient  to  do 
either.  At  last  he  saw  some  peb- 
bles at  hand.  He  dropped  a  great 
many  of  them  into  the  pitcher.  He 
dropped  them  one  by  one.  In  this 
way  he  raised  the  water  to  the  brim. 
He  quenched  his  thirst.  Learn  a 
lesson  from  this.  Skill  succeeds. 
Patience  succeeds.   Force  often  fails. 


Cor)ibined. 

A  crow  that  was  ready  to  die  with 
thirst  flew  with  joy  to  a  pitcher 
which  he  saw  at  a  distance.  Com- 
ing up  to  it,  he  found  the  water  so 
low  that,  with  all  his  stooping,  he 
was  unable  to  reach  it.  Upon  this 
he  attempted  to  break  the  pitcher, 
or  to  overturn  it ;  but  his  strength 
was  not  sufficient  to  do  either.  At 
last,  seeing  some  pebbles  at  hand,  he 
dropped  them  one  by  one  into  the 
pitcher.  In  this  way  he  raised  the 
water  to  the  brim,  and  quenched  his 
thirst.  From  this  learn  the  lesson, 
that  skill  and  patience  succeed  where 
force  often  fails. 


E^='  Make  similar  changes  in  the  following  paragraph  : 

A  hungry  dog  had  picked  up  a  bone.     He  hurried  away  with  it. 
came  to  a  nice  clear  brook.     The  brook  was  crossed  by  a  plank. 


He 

The 


70  CHANGES  IN  THE  FORM  OF   WORDS. 

sun  shone  brightly.  The  dog's  shadow  was  made  vivid  in  the  water. 
He  mistook  it  for  another  dog  with  a  bone  in  his  mouth.  He  coveted 
the  second  bone.  He  made  a  snap  at  the  shadow.  He  took  fright  at 
his  own  ugly  face.  The  face  seemed  to  come  quite  close  to  him  with 
open  jaws.  He  ran  yelping  away.  He  lost  both  bones.  He  was  thus 
the  victim  of  his  own  greediness.  He  was  thus  the  victim  of  his  own 
cowardice. 

LXIX.— PERSONAL  PRONOUNS:  Possessive  Forms. 

^^  Scholars  may  write  the  following  sentences  : 

1.  I  lost  my  slate  ;  we  lost  our  slates. 

2.  You  found  your  book  ;  you  three  boys  found  your  books. 

(  He  sold  his  horse  ;  ( they  sold  their  horses ; 

3.  <  She  brought  her  lunch-basket  ;•<  they  brought  their  lunch-baskets; 

^It  w^agged  its  tail ;  [  they  wagged  their  tails. 

1.  Of  what  use  is  my  ? 

It  sIlows  whose  slate  is  lost. 

2.  The  plural  of  /  is  loe;  what  is  its  possessive,  or  adjective  form  ? 
The  form  our. 

3.  What  is  the  possessive  form  of  you  ? 
The  form  yoicr. 

4.  What  are  the  possessive  forms  of  he,  she,  it  ? 
The  forms  his,  her,  its. 

5.  What  is  the  possessive  form  of  they  ? 
The  form  their. 


The  forms  7ni/,  your,  his,  etc.,  have  all  the  use  of  Adjectives 
because  they  limit  Nouns  ;  hence  they  may  be  called  Adjectives, 
though  some  name  them  Adjective  Pronouns,  and  others  Pronominal 
Adjectives. 

EXERCISE    53. 

a.   Copy  the  following  sentences  and  draw  a  lino  under  each 
Adjective  form  (Possessive)  of  the  Pronoun  : 

1.    John  has  lost  his  book  and  he  cannot  find  it.     2.  You  have  neg- 
lected your  duty.     3.  I  am  going  to  give  an  account  of  my  last  jom-ney. 


PERSONAL  PRONOUNS.  71 

4.  She  has  washed  her  hands.  5.  My  right  there  is  Hone  to  dispute. 
6.  We  j^ledge  onr  lives  and  our  sacred  honor.  7.  This  flower  has  lost 
its  perfume. 

b.   "Write  the  foUowing  : 

1.  A  sentence  containing  the  Adjective  form  of  the  fii'st  singular  per- 
sonal pronoun.  2.  A  sentence  containing  the  Adjective  form  of  the  third 
plural  personal  pronoun.  3.  A  sentence  containing  the  second  personal 
pronoun.     4.  A  sentence  containing  the  first  plural  personal  pronoun. 

C.  From  an  assigned  lesson  in  the  Eeader  select  all  the  Adjective 
forms  of  the  pronoun. 

LXX.  — PEESONAL  PKONOUNS:  Possessire  Forms. 

111^=  Compare  the  two  expressions  : 

This  is  m])  hook.     The  hook  is  mine. 

1.  "What  two  forms  of  the  same  word  have  we  ? 
The  forms  my  and  mine. 

2.  What  use  has  my  ? 

It  is  an  Adjective,  limiting  hooh 

3.  What  use  has  mine  ?  '• 
It  represents  the  words  my  hooh. 

4.  What  name  is  given  to  the  form  mine  ? 
It  is  called  a  Possessive  Pronoun. 

5.  Give  the  possessive  pronoun  corresponding  to  the  adjective  their. 
Theirs. 

6.  Give  the  possessive  pronoun  corresponding  to  the  adjective  his. 
It  is  the  same  form,  —  his. 

7.  Give  the  possessive  pronoun  corresponding  to  the  adjective  our. 
Ours. 

8.  Give  the  possessive  pronoun  corresponding  to  the  adjective  your. 
Yow's. 

9.  Give  the  possessive  pronoun  corresponding  to  the  adjective  her. 
Hers. 


72  CHANGES  m  THE  FORM  OF   WORDS.  ] 

EXERCISE  53.  j 

Answer  the  following  questions,  supplying  Possessive  Pronouns.       \ 

Thus : 

1.  Is  this  your  cap  1    It  is  yours. 

2.  Are  these  their  tops  ?     i 

3.  Whose  book  is  this  1     

4.  Is  that  flower  yours  ?     \ 

5.  Are  these  marbles  ours  ?     ] 

6.  Are  those  tops  his  or  yours  ?     i 

LXXL- PERSONAL  PRONOUNS:   Object  Form. 

^f  Teacher,  writes  on  the  board  the  following  sentences  :  i 

1.  Mary  helps  Edward.  j 

2.  [She]  helps  [hunj.  I 

1.  Helps  whom  ?  ; 
Helps  Edward. 

I^=*  Edward,  then,  is  the  object  of  the  verb  helps. 

J 

2.  What  pronoun  do  we  use  in  place  of  the  subject  Mary  ?  .  j 

The  pronoun  sJie.  ' 

3.  What  pronoun  do  we  use  in  place  of  the  object  Edward  ? 

The  pronoun  Jiim.  ] 

4.  Name  the  object  forms  of  the  personal  pronouns.  j 
The  object  form  of  /  is  me,  of  wc  is  tts,  of  you  is  you,  of  he 

is  him,  of  she  is  her,  of  it  is  it,  of  they  is  them. 

RECAPITULATION. 


Subject  forms: 

I; 

you; 

he,  she,  it ; 

"we; 

they. 

Adjective  forms 

My; 

your; 

his,  her,  its ; 

our; 

their. 

POSSESSIVES  : 

Mine; 

yours ; 

his,  hers,  its ; 

ours; 

theirs. 

Object  forms: 

Me; 

you; 

him,  her,  it ; 

us; 

them. 

EXERCISE  55. 

a.   Tell  which  Pronouns  are  in  the  Subject  form  and  which  in 
the  Ohject  form  : 


FORMS  OF  THE  PRONOUN  ''WHO."  73 

1.  Send  him  to  me.  2.  Yon  told  her  the  truth.  3.  The  teacher 
praised  us.  4.  Do  I  like  you  ?  5.  We  admired  them  very  much.  6.  It 
is  plain  that  you  see  it. 

b.  In  the  following  sentences  substitute  pronoun  objects  for  the 
noun  objects  j  thus  : 

We  saw  the  lion :  we  saw  liim. 

1.  The  hunter  killed  the  she-hear. 

2.  The  sailors  watch  the  clouds. 

3.  We  should  love  the  truth. 

4.  The  prisoners  heard  the  hells  ringing. 

5.  You  must  visit  Aunt  Emily. 

6.  The  cat  tormented  the  mouse. 

LXXIL- FORMS  OF  THE  PRONOUN  "WHO." 

1.  I  know  the  lady  who  saw  you. 

2.  I  know  the  lady  u'hose  fan  this  is. 

3.  I  know  the  lady  ichom  you  saw. 

1.  In  the  first  sentence,  what  use  has  the  relative  pronoun  icho  ? 
It  is  used  as  the  subject  of  the  verb  saiv. 

2.  In  the  second  sentence,  what  use  has  ichose  ? 
It  is  used  as  au  Adjective,  belonging  to  fan. 

3.  In  the  third  sentence,  what  use  has  ichom  ? 

It  is  used  as  the  ohject  of  the  verb  scow;  ivliom  you  saw 
=   you  saw  whom. 

4.  Now  give  the  three  forms  of  the  relative  pronoun  u7io. 
They  are : 


Subject  form,        who. 
Adjective  form,    -whose. 
Object  form,  -whom. 


5.   Has  the  interrogative  pronoun  who  the  same  forms  as  the  rela- 
tive 1 
It  has  the  same  forms  :  tvlio  ?  luJwse  ?  ivhom  ? 


74  CHANGES  IN  THE  FORM  OF    WORDS. 

W^  "Write  these  illustrations  : 

[Subject  form.]    Who  calls  1 

[Adjective  form.]    Whose  house  was  burned  1     JFJiose  did  you  say  ? 

[Object  form.]    Whom  do  you  like  best  ? 

EXERCISE  56. 

Tell  the  for7n  of  the  Pronoun  : 

1.  The  carpenter  whom  we  emj)loy  is  quite  a  man  of  genius.  2.  The 
thief  who  stole  the  silver  was  arrested.  3.  Who  did  that?  4.  Whom 
call  we  gay  ?  5.  Who  steals  my  purse  steals  trash.  6.  The  Greeks  had 
a  great  captain  whose  name  was  Alexander. 


LXXIIL  —  BLACKBOAKD  EEVIEW :  Nouns  and  Pronouns, 


Nouns. 


Pronouns. 


.  T,r     1        (  Singular. 
(Number.  -(  ^,      , 
J  ( Plural. 

I  I  Subject  form. 

( Possessive  form. 

,7.     ,        ( SiniTular. 
Numoer.   <  ^,  ^ 
(  Plural. 

^Subject  form. 

Adjective  form. 

1  Possessives. 

(Object  form. 


Form. 


EEVIEW  QTJE3TI0NS. 

1.  What  two  changes  of  form  do  nouns  undergo  ?  How  is  the  plural 
generally  formed  ?  Spell  the  plural  of  hat.  Of  ivife.  Of  lily.  Of  man- 
servant.    Of  echo. 

2.  When  do  you  add  the  apostrophe  and  s  to  form  the  possessive 
plural  ?  What  is  the  possessive  of  potatoes  ?  Of  men  ?  Of  sheejy  ?  How 
is  the  possessive  singular  of  all  nouns  formed  ?  What  is  the  possessive 
of  Mary  ?     Of  aiarles  ? 

3.  When  a  subject  is  plural,  of  what  number  must  the  verb  be  ?  S.  is 
the  sign  of  what  number  in  nouns  ?  In  verbs  ?  Why  is  this  sentence 
incorrect,  The  tops  of  the  houses  appears  ? 


VERBS.  75 

4.  What  is  tlie  comparative  degree  of  the  adjective  small  ?  0^  pretty  ? 
Of  splendid  ?  When  do  you  generally  use  the  word  more  in  forming  the 
comparative  1    What  is  the  superlative  of  sweet  ?    Of  good  ?     Of  had  ? 

5.  What  is  the  adjective  form  of  he  ?  Of  she  ?  What  difference 
between  her  and  hers  ?  Make  a  sentence  using  my  and  mine.  How  do 
you  spell  the  possessive  form  of  it  ? 

6.  Is  there  any  difference  between  the  subject  and  the  object  form  of 
nouns  ?  How  is  it  with  pronouns  ?  What  is  the  object  form  of  he  ? 
Oiwho? 

LXXIV.  -  COMPOSITION-LESSOI^. 

C^^*  "Write  an  abstract  from  memory. 

AN  INDIAN  STORY. 

An  Indian,  on  going  home  to  his  hut,  found  out  that  somebody  had 
stolen  a  piece  of  venison,  himg  up  to  dry  on  a  tree.  After  looking  all 
around  very  closely,  he  set  oif  in  pursuit  of  the  thief,  following  the 
tracks  in  the  woods.  Meeting  two  men  in  the  forest,  he  asked  them  if 
they  had  seen  a  little  old  white  man  who  carried  a  short  gun,  and  who 
had  a  little  dog  with  a  short  tail.  They  said  they  had  met  a  man  an- 
swering to  his  description,  and  asked  him  how  he  "was  able  to  give  so 
exact  a  description  of  the  thief  whom  he  had  never  seen. 

"  I  know  he  is  a  little  man,"  said  the  Indian,  "  because  he  heaped  up 
a  pile  of  stones  to  stand  upon  in  order  to  get  at  the  venison.  I  know  he 
is  an  old  man,  by  his  short  steps  ;  that  he  is  white,  because  his  steps 
show  that  he  turns  his  toes  out,  which  no  Indian  does.  His  gun  I  know 
to  be  short,  from  a  mark  the  muzzle  made  on  the  bark  of  a  tree  against 
which  it  had  been  leaned.  That  his  dog  is  a  small  one  I  know  by  the 
tracks,  and  that  his  tail  is  short  I  found  out  by  the  mark  it  made  in  the 
dust  where  he  was  sitting  do^\^l  when  his  master  stole  the  meat. 

LXXY.— ITRBSs   Present  and  Past. 

0^"  Write  these  sentences  : 

I  walk.     You  walk.     James  walks.     We  walk.     They  walk. 

1.   In  regard  to  what  time  are  these  statements  made  1 

4* 


76  CHANGES  IN  THE  FORM  OF  WORDS. 

In  regard  to  ^present  time. 

2.  By  what  name  is  the  form  of  a  verb  to  denote  present  time  called  I 
It  is  called  the  Present  Tense. 

Ei^="  Write  these  sentences  : 

I  walked.    You  walked.    James  walked.    We  walked.    They  walked. 

3.  In  regard  to  what  time  are  these  statements  made  ? 
In  regard  to  the  ]jast. 

4.  By  what  name  is  the  form  of  a  verb  to  denote  the  past  called  ? 
The  Past  Tense. 


Write  the  following 

Present. 

1.  I  call. 

2.  She  talks. 

EXERCISE  57. 

sentences  in  the  Fast  Tense.     Thus  : 

Past.                  Present.                           Past. 

I  called.         6.  It  rains.                     It  rained. 

7.  Emilv  whisnera.            

3.  You  fail. 

*/             X                     

8.  We  recite.                    

4.  Charles  studies. 

9.  They  admire.               

5.  The  lamb  leaps. 

10.  The  hero  succeeds 

LXXVI.  —  ITIRBS :   Number. 

The  lady  smiles.     The  ladies  smile. 

1.  What  is  the  number  of  "  lady  "  and  of  "  smiles  "  ? 
The  singidar  number. 

2.  What  is  the  number  of  "  ladies  "  and  of  *'  smile  "  ? 
The  plural  number. 

3.  What  is  the  sign  of  the  singular  number  of  a  verb  of  the  present 

tense  used  in  speaking  of  any  person  or  thing  ? 
Its  sign  is  the  letter  s. 

4.  What  is  the  plural  of  is  ? 
Are. 

5.  What  is  the  plural  of  was  ? 
Were. 


VERBS.  7/ 

6.  "What  is  the  plural  of  has  ? 
Have. 

7.  What  is  the  plural  of  does  ? 

Do. 

8.  What  is  the  great  rule  of  Verbs  ? 

Rule.  —  Verbs  must  agree  with  their  subjects  in  number. 

EXERCISE  58. 

a.  Supply  Verbs  of  the  proper  Number  : 

1.  Bees honey. 

2.  The  camel a  beast  of  burden. 

3.  Mary flowers. 

4.  Birds wings. 

5.  Caesar a  great  general. 

6.  The  British cruel. 

7.  The  children to  school. 

b.  Correct  the  errors  in  Verhs  : 

1.  Has  the  boys  gone?  2.  The  flowers  smells  sweet.  3.  Does  the 
gMs  write  compositions  every  week  1  4.  The  distance  of  the  stars  have 
been  measured.  5.  The  ostrich  bury  its  eggs  in  the  sand.  6.  Many 
men  was  at  the  cattle-show.  7.  The  wheels  of  the  locr^motive  goes 
round  very  fast. 

LXXVIL  — VERBS:   Regular  Past. 

1.  What  is  the  usual  way  of  forming  the  jpast  tense  of  Verbs  ? 
By  adding  eel  to  the  Present  tense ;  as,  leap,  leap-ed 

^^  Give  the  Past  tense  of 

1.  Scream.    2.  Laugh.     3.  Plow.    4.  Discover.     5.  Question. 

Note.  —  When  a  verb  ends  in  e,  drop  the  e  on  adding  eel.  AVhen  a  verb 
ends  in  ?/,  change  the  y  for  i  on  adding  ed.  When  a  verb  ends  in  a  single 
consonant  preceded  by  a  single  vowel,  double  the  consonant  on  adding  ed. 

^^  Write  the  Past  tense  of 

1.  Drop.    2.  Obey.    3.  Invite.    4.  Purify.    5.  Stop.    6.  Pity.    7.  Hope. 


78  CHANGES  IN  THE  FORM  OF   WORDS. 

^"  A  Past  tense  formed  by  adding  ed  to  the  Present  is  said  to 
be  Regular,  because  this  is  the  regular  or  common  way  of  forming 
the  Past  tense. 

2.   What  is  a  Regular  Past  tense  ? 

A  Past  tense  formed  by  adding  eel  to  the  Present. 

EXERCISE  59. 

Write  these  sentences  with  the  Verbs  in  the  Past  tense : 

MODEL. 
The  rain  ]30urs  ;  the  rain  'poured. 


1.  The  rain  pours. 

2.  The  baby  screams. 

3.  Ships  sail. 


4.  A  duck  wades. 

5.  Americans  excel. 

6.  Horses  walk. 


LXXVIII.  —  VERBS :   IiTegnlar  Past. 


What  is  the  Past  tense  of 


'He  goes '^     He  went. 

We  come  ^    We  came. 

You  see  ?    You  saw. 

She  takes  ?    She  took. 

/  give  ?    I  gave. 
^  TJie  tree  grows  ?    The  tree  grew. 

1.  Is  the  Past  tense  of  any  one  of  these  Verbs  formed  in  the  regu- 

lar way  ? 
It  is  not. 

C^^  Such  forms  of  the  Past  tense  are  said  to  be  Irregular. 

2.  What  is  an  Irregular  Past  tense  ? 

One  that  is  not  formed  by  adding  ccl  to  the  Present. 

EXERCISE  60. 

a.  Copy  the  following  sentences,  drawing  one  line  under  each 
Past  tense  that  is  regular,  and  two  lines  under  each  Past  tense  that 
is  irregular : 

1.  The  soldier  ran  away.   2.  Yfatt  improved  the  steam-engine.   3.  Gen- 


( 

VERBS.  79 

eral  Scott  commanded  in  Mexico.  4.  My  mother  sent  me  a  plum-cake. 
5.  AVhen  I  went  down  a  coal-pit  the  candle  burnt  dim.  6.  We  saw  you 
when  you  fell,  and  we  wished  to  help  you.  7.  The  vessel  sailed  yes- 
terday. 

b.  In  the  following  sentences,  Past  tenses  are  incorrectly  fonned 
regularly  ;  tell  what  the  correct  form  is  : 

1.  They  knowed  Letter.  2.  The  boy  swimmed  a  mile.  3.  The  wind 
blowed  hard.  4.  William  catched  the  ball.  5.  How  that  boy  has 
growed  !  6.  The  birds  filed  away.  7.  The  moon  shined  brightly  last 
night.     8.  He  drinked  a  glass  of  mne. 

LXXIX.  —  COXPOSITIOX-LESSON. 

Write  a  composition  on  ''  Squirrels,"  paying  attention  to  the  fol- 
lowing points  : 

1.  The  different  kinds  of  squirrels. 

2.  Where  they  live. 

3.  How  they  live. 

4.  What  they  eat. 

5.  How  they  are  caught  or  killed. 

6.  What  their  skins  are  used  for. 

7.  Relate  an  anecdote  about  a  squirrel,  or  give  an  account  of  a  squirrel- 
hunt. 

LXXX.  —  TEEBS :   Participles. 

Hjr*  Let  us  take  these  sentences  : 

1.  Robert  sat  writing  a  letter. 

2.  The  letter  is  written. 

1.  From  what  verb  is  writing  formed  ? 
From  the  verb  write. 

2.  A^Tiat  use  has  the  word  "  ^mting  "  in  this  sentence  ? 
It  has  the  Adjective  use. 

3.  In  the  second  sentence,  what  other  form  of  the  verb  "  write " 

have  we? 


80  CHANGES  IN  THE  FORM  OF  WORDS, 

The  form  written. 

4.  What  use  has  the  word  "  written  "  ? 
The  Adjective  use. 

1^^  Forms  of  the  verh  having  the  Adjective  use  are  called  Paeti- 

CIPLES. 

5.  Why  are  they  called  Participles  1 

Because  they  participate  or  share  in  the  nature  of  the  Verh 
and  of  the  Adjective. 

6.  How,  then,  may  we  define  Participles  ? 
Participles  are  Verbal  Adjectives. 

11^=*  There  are  two  Partici^Dles  :  the  Present  and  the  Past  Parti- 
ciple. 

7.  What  is  the  sign  of  all  Present  Participles  ? 

The  sign  is  ing  ;  it  is  added  to  the  Present  tense  of  verbs. 

8.  How  is  the  Past  Participle  of  verbs  regularly  formed  ? 
By  adding  cd  to  the  Present  tense. 

EXERCISE  61. 

a.  "Write  the  Present  Participles  of  the  following  verbs  : 

1.  Dip.     2.  Hate.     3.  Obey.     4.  Die.     5.  Dye.     C.  Fly.     7.  Eefer. 
8.  Differ.     9.  Hope.     10.  Hop. 

b.  Write  the  Past  Participles  of  the  following  verbs  (regular) : 

1.  Love.     2.  Hate.     3.  Call.     4.  Walk.     5.  Name.     6.  Eemember. 
7.  Eegret.     8.  Allow.     9.  Prepare.     10.  Pity. 

LXXXI.  —  VERBS :   Past  Participle  Irregular. 

^T  All  verbs  do  not  form  their  Past  Participle  by  adding  ed. 
Some  are  Irregidar, 

(Go?    Gone. 


What  is  the  Past  Participle  of 


». 


See  ?     Seen. 
Take  ?    Taken. 
Give  ?    Given. 
Groiv  ?    Grown. 


COMPOSITION-LESSON.  81 

EXERCISE  62. 

Copy  the  following  sentences,  drawing  one  line  under  each  Past 
Participle  that  is  regular,  and  two  lines  under  each  that  is  irregular: 

1.  Sister  has  gone  to  town  and  has  ordered  the  marketing.  2.  I  had 
known  about  it  before  you  told  me.  3.  Deserted  by  his  friends  the  old 
man  had  lain  down  to  die.  4.  Our  cousins  have  come  to  see  us.  5.  They 
have  prepared  to  stay  a  month. 

LXXXIL  — BLACKBOAUD  EETIEW. 


Verb-Signs. 


(^    for  the  Singular  Number. 
ed  "      "     Past  Tense  (Regular). 
ed  "      "     Past  Participle  (Regular). 
ing  "      "     Present  Participle  (all  verbs). 


REVIEW  QUESTIONS. 

1.  In  what  tense  is,  We,  dance  ?    What  is  the  corresponding  ixist  tense  ? 

2.  "What  is  the  sign  of  the  singular  number  in  the  present  tense  ? 
What  is  the  singular  of  The  hoijs  have  ?  What  is  the  plural  of  The  apple 
is  sweet  ? 

3.  How  is  the  past  tense  of  a  verb  formed  regularly  ?  Give  five  ex- 
amples.    What  is  the  past  tense  of  do  ?     Of  see  ?     Of  go  ?    Of  cut  ? 

4.  How  many  participles  are  there  ?  How  is  the  present  participle 
always  formed  ?  When  a  verb  forms  its  past  participle  in  ed,  what  kind 
of  a  verb  is  it  ?  What  is  the  past  participle  of  do  ?  Of  see  ?  Of  go  ? 
Of  cut  ?    What  other  part  of  speech  do  participles  always  resemble  ? 

LXXXni.— COMPOSITIOX-LESSONo 

SIMPLE  NAREATIVE. 

"Write  a  story  of  four  paragraphs,  using  the  following  hints  : 

1.  A  rich  miser  lived  in  France  ;  ordered  by  government  to  contribute 
a  large  sum  of  money  ;  pleaded  poverty  ;  large  cellar  ;  dug  deep  hole  ; 
made  spring-lock  door  ;    hid  his  treasures. 

2.  Claim  of  poverty  allowed  ;  the  miser  congratulates  himself ;  nephew, 
poor  man  with  large  family  ;  comes  to  beg  ;  refused,  scoffed  at,  and 
turned  from  the  door. 


82  CHANGES  IN  THE  FORM  OF  WORDS. 

3.  Miser  missed  ;  neig'h'bors  search  everywhere  ;  at  last  they  discover 
the  door  in  the  floor  of  the  cellar  ;  miser  found  dead  ;  candlestick  ;  no 
candle  ;  had  eaten  it  in  the  agony  of  hunger. 

4.  Poor  relative  becomes  heir  ;  spends  the  money  rightly ;  relieves  the 
poor  ;  is  a  good  friend  and  Avorthy  neighbor  ;  respected  and  loved  by  all. 

111^='  Pupils  may  be  required  to  exchange  compositions,  and  correct 
one  another's  work. 


LXXXIV.  —  COMPOSITION-LESSOJ^. 

FORM  OF  A  LETTER. 

^^caz  G/oi  :  7/ UU'  971U  /cMez'tt-  /cave,  Q/  zozUe 
/o  a,iU'  "uoa  ^o  tef  '?/ouz  (ton  7rcuui77z  dyu7ic/  ^Ae  oiexi 
vaca^i07z    zutuz    '77ie. 

/7uaa77i  a7ia  Q/  7a6Ze  i7i  aie  4a77ze  cuidd  /a^t^  yeaz, 
i?i  ^/ic  <^c7icoc7Z  QycuooC^  a7ia  ocu  acauautla7ice  toaa- 
dO  yucada7it,  {/la^  Q7  a77i  z^cz?^  ciedtzoud'  ne  a/wadl 
aAaze    toc^H^    77ze     <}evezao    cUue     cxcuZtn'o7id'    aia^    /u^Jicz 


nad  ^ua7t7ied  7oz    ii4. 

Q7   nave    a/zeaa7i'     tuzt{U7Z    ^a     /7iuta77Z,    a7ic/  ne 
(^ayd-  ^Aal  ne  ?7zua^  waU  leu  yoti  ^ove  nc77z  ^ieZ77ii^<taco7i. 

o/zt7i^  {nal  'uoci  tcuc  /it7ia//i-  ao  f^o,  q7  ze77zacn 

^/louZd'  icd/zccf/tiu^, 


o/irz   Qyu77zn€Z. 


COMPOSITION-LESSON.  83 

EXPLANATION. 

I.  At  the  top  of  a  letter  is  the  heading,  or  date.  In  this  the  name  of 
the  place  and  the  day  of  the  month  should  be  followed  by  the  comma, 
and  the  whole  should  be  ended  with  the  period. 

II.  Next  comes  the  name  of  the  person  addressed  with  the  superscrip- 
tion below  it.  The  name  of  the  person  addressed  may  be  followed  by 
the  comma  and  dash  (as  in  the  example),  or  by  the  comma  only.  The 
name  of  the  person  addressed,  however,  may  be  "v^Titten  at  the  foot  of 
the  letter,  left  hand.  Observe,  too,  that  it  is  only  in  formal  letters  you 
write  the  name  of  the  person  addressed.  The  superscription  may  be 
Dear  Sir,  or  it  may  vary  with  the  relations  of  the  ^\Tite^  to  the  person 
addressed ;  as.  Dear  Teacher ;  My  dear  Sister ;  Dear  Richard,  etc.  The 
superscription  should  be  followed  by  the  colon  ( : ),  or  by  the  comma 
and  dash  ( ,  —  ). 

III.  Below  the  body  of  the  letter  and  tov/ards  the  right  hand  comes 
the  subscription;  as,  Yours  respectfully,  Yours  truly,  etc.  This  should 
be  followed  by  a  comma.  Lastly  should  come  your  name,  followed  by  a 
period. 

EXERCISE  63. 

1.  [For  hoys.']  Write  an  account  to  a  friend  about  your  experiences 
the  last  time  you  went  a  fishing. 

2.  [For  girls.]  "Write  an  account  to  a  friend  of  the  last  picnic  you 
were  at. 

3.  Write  to  a  cousin  and  tell  about  a  visit  to  a  public  garden  or 
museum ;  the  objects  of  interest,  etc. 


SECTION  IV. 
USES   OF   WORDS 


LXXXV.  — SENTENCES;   Subject  and  Predicate. 

1.  Ducks  swim. 

%  The  fire  burns. 

3.  Bakers  make  bread. 

1.  How  many  thoughts  are  expressed  in  each  of  these  sentences  ? 
One  thouQ^lit. 

B^^  A  sentence  expressing  but  one  thought  is  called  a  Simple 
Sentence. 

2.  What  is  a  Simple  Sentence  ? 

A  Simple  Sentence  is  a  sentence  expressing  but  one 
thought. 

C^^  The  name  of  the  thing  spoken  of  is  called  the  Subject  ; 
the  word  or  words  used  with  the  Subject  in  making  the  state- 
ment are  called  the  Predicate. 

3.  What  is  the  Subject  ? 

The  Subject  is  the  name  of  the  thing  spoken  of. 

4.  What  is  the  Predicate  ? 

The  Predicate  is  the  word  or  words  used  with  the  Sub- 
ject in  making  the  statement. 

CI^^  The  simplest  form  of  the  Simple  Sentence  consists  of  two 
words,  —  one  the  Siihject ;  the  other  (verb),  the  Predicate. 

EXERCISE  64. 

a.  State  orally  which  word  is  Subject  and  which  Predicate  in  the 
following  sentences,  and  why. 


ANAL  YSIS.  —  PREDICA  TES.  85 

MODEL:    "LEAVES  FALL." 

Leaves  is  tlie  Subject,  because  it  is  the  name  of  that  spoken  of. 
Fall  is  the  Predicate,  because  it  is  what  is  said  (or  the  word  used  in 
making  the  statement). 

1.  Leaves  fall.      2.  Paul  traveled.      3.  Soldiers  march.      4.   Supper 
waits.     5.  Friends  die.     6.  Jesus  wept.     7.  Lightning  flashes. 

b.  Let  each  scholar  in  the  class  give  a  simple  sentence,  consist- 
ing of  but  two  words. 

LXXXVI.  -  AJf  ALYSIS. 

MODEL  1:    "FIKE  BURNS." 

"  Fire  burns  "  is  a  Simple  Sentence. 

Fire  is  the  Subject.    Burns  is  the  Predicate. 

MODEL  2:   "CATS  CATCH  MICE." 

**  Cats  catch  mice  "  is  a  Simple  Sentence. 

Cats  is  the  Subject.     Catch  mice  is  the  Predicate. 

MODEL  3:   "IRON  IS  A  METAL." 

"  Iron  is  a  metal"  is  a  Simple  Sentence. 

Iron  is  the  Subject.    Is  a  metal  is  the  Predicate.  x^ 

EXERCISE  65. 

a.  Analyze  by  pointing  out  in  the  following  sentences  the  Sub- 
ject and  the  Predicate  : 

1.  Stars  twinkle. 

2.  Winds  blow. 

3.  Flowers  bloom. 

b.  Make  sentences  by  putting  a  Predicate  after  each  of  the  fol- 
lowing Subjects,  and  then  analyze  the  sentences  : 

1.  Bears.    2.  Scholars.     3.  Women.     4.  Farmers.     5.  Trees. 

C.   Add  a  Noun-Subject  to  each  Predicate  : 


1 bloom. 

2 whistle. 


3.  [ProiJ^  noun']  teaches. 

4.  [Name  of  a  country]  fell. 


86  USES  OF  WORDS. 

d.   Add  a  Pronoun-Suhject  to  each  Predicate  : 


1 are  well. 

2 has  gone. 


3 will  come. 

4 is  late. 


LXXXVII.  —  COMPOSITION-LESSON. 

EXERCISE  IN  CRITICISM. 

E^^"  The  teacher  will  require  pupils  to  rewrite,  in  good  English, 
the  following  sentences  taken  exactly  as  they  were  written  from 
the  compositions  of  a  Grammar  class  in  one  of  our  large  cities  : 

1.  The  pig  is  the  animal,  from  which  we  get  pork,  and  also  on  the 
back  of  the  pig  is  obtained  bristle  which  is  made  into  brushes. 

2.  The  domestic  animals  are  the  oxen  and  Cow  and  Horse.  The 
horse  serves  one  like  a  servant  one  saddles  one  rides  on  him. 

3.  The  fire-engines  are  drawn  by  horses  they  are  not  very  gentle. 

4.  There  are  a  great  many  things  that  are  useful,  some  people  have 
things  that  are  useful,  and  they  think  that  it  is  not  useful.  But  after  a 
while  they  repent  it  when  they  havint  any  thing  more  thats  useful,  they 
say  Oh  how  I  wish  I  had  that  I  threw  away. 

5.  There  are  a  great  many  diaries  in  the  country,  where  there  is  any 
amount  of  cows. 

6.  The  horse  is  of  the  most  use  of  all  animals,  especially  to  the  farm- 
ers, besides  it  gives  us  much  pleasure,  when  they  are  harnessed  up  in  a 
team,  they  are  very  intelligent,  and  can  be  tought  a  great  many  things, 
some  can  tell  their  masters  voice  and  can  understand  certain  things. 

V.  When  the  horses  were  sick  they  use  to  have  oxen  harnessed  to  the 
sleighs,  and  carrs,  I  think  it  must  have  looked  very  fumiy  to  see  the 
oxen  driving  people  around  in  the  buggies,  carrs,  etc. 


LXXXVni.  -  SUBJECT  ENLARGED ;  Adjectives  and  Possessires, 


1.  Horses  ran. 

2.  The  gray  horses  ran. 

3.  The  miller's  gray  horses  ran. 


SUBJECT  ENLARGED.  87 

1.  In  the  first  sentence,  what  is  the  subject  ? 
The  noun  horses. 

2.  In  the  second  sentence,  what  is  the  suhject  ? 
The  words  tJic  gray  horses. 

3.  What  words  have  we  here  added  to  liorses  1 
The  article  the  and  the  adjective  gray. 

E^==  When  words  are  added  to  the  subject  to  Hmit,  qiiahfy,  or 
explain  it,  we  say  of  the  subject  that  it  is  enlarged. 

4.  Then,  by  what  is  liorscs,  in  the  second  sentence,  enlarged  ? 
By  the  adjectives  the  and  gray. 

5.  In  the  third  sentence,  by  what  is  the  subject  enlarged  ? 

By  the  possessive  noun  millers,  and  by  the  adjectives  the 
and  gray. 

&='  The  subject  when  not  enlarged  is  called  the  simjole  suhject. 

MODELS  OF  ANALYSIS. 

1.  " Horses  ran"  is  a  simple  sentence  :  horses  is  the  subject  and  ran 
is  the  'predicate. 

2.  "  The  gray  horses  ran "  is  a  simple  sentence  :  the  simidle  suhject  is 
horses ;  it  is  enlarged  by  the  adjectives  the  and  gray.  The  predicate 
is  ran. 

3.  "The  miller's  gray  horses  ran"  is  a  simple  sentence.  The  simple 
suhject  is  horses ;  it  is  enlarged  by  the  adjectives  the  and  gray^  and  by 
the  possessive  noun  miller's.     The  predicate  is  ran. 

EXERCISE    66. 

a.  "Write  four  sentences  with  each  subject  enlarged  by  two  ad- 
jectives.    Model  :  "  The  deep  hlue  ocean  rolls." 

b.  Write  four  sentences,  wdth  each  subject  enlarged  by  a  pos- 
sessive noun  and  an  adjective.  Model  :  "  The  girVs  pretty  doU 
was  stolen." 


38  USES  OF   WORDS. 

C.  Write  four  sentences,  with  each  subject  enlarged  by  a  posses- 
sive and  two  adjectives.  Model  :  "  The  hoy's  shining  morning 
face  was  pleasant  to  see." 

^^  Analyze  each  sentence  written. 


LXXXIX.  —  COMPOSITION-EXERCISE. 

A  LETTER. 

Write  a  letter  to  a  cousin  (real  or  imaginary),  giving  a  descrip- 
tion of  your  school,  mentioning, 

1.  What  it  is  called. 

2.  Where  it  is  situated. 

3.  How  many  teachers  there  are. 

4.  How  many  pupils. 

5.  The  size  and  shape  of  the  school-room ;  the  pictures  or  maps  on 
the  wall. 

6.  What  grade  you  are  in. 

7.  What  studies  you  are  pursuing. 

8.  Which  study  you  like  best,  and  why. 

9.  Whether  you  were  promoted  last  term. 

10.  Ask  him  (or  her)  to  write  you  an  account  of  his  (or  her)  school. 


XC.  —  SUBJECT  ENLARGE© :  Nouns  in  Apposition. 

1.  Longfellow  wrote  Evangeline. 

2.  Longfellow,  the  poet,  wrote  Evangeline. 

3.  Longfellow,  the  American  poet,  wrote  Evangeline. 

W  In  the  fhst  sentence  the  subject  is  not  enlarged. 

1.  In  the  second  sentence,  what  words  are  added  to  the  subject  % 
The  words  the  jpoct  are  added. 

2.  What  is  the  use  of  the  word  2)061  here  ? 
It  explains  the  name  Longfelloiu. 


SUBJECT  ENLARGED.  89 

3.  When  one  noun  denoting  the  same  person  or  thing  as  another 

noun  is  put  beside  it  in  order  to  explain  it,  what  is  said  of 
the  explanatory  noun  ? 

It  is  said  to  be  in  ajjposition  with  the  noun  it  explains. 

^^  "  John  Gilpin,  the  bold  captain,  ran  a  race  :"  what  noun  is  in 
apposition  with  John  Gilpin  ?  "  The  statesman  Jefferson  wrote  the 
Declaration  of  Independence  : "  what  noun  is  in  apposition  with 
Jefferson  ? 

4.  "What  is  the  third  sentence  ? 

Longfellow,  the  American  poet,  wrote  Evangeline. 

5.  What  is  the  noun  in  ajpitosition  ? 
The  noun  2^oct. 

6.  How  is  this  noun  enlarsiTed  ? 

It  is  enlarged  by  the  adjectives  tJie  and  American. 

MODEL  OF  ANALYSIS. 

"  Longfellow,  the  American  poet,  wrote  Evangeline." 

This  is  a  simple  sentence.  The  simple  subject  is  Longfello'w ;  it 
is  enlarged  by  the  noun  in  apposition,  2)oet,  which  is  enlarged  by  the 
adjectives  the  and  American.     The  predicate  is  "wrote  Evangeline. 

EXERCISE  67. 

Change  these  sentences  so  as  to  bring  a  noun  into  apposition^  as 
in  this  model : 

1.  Cooke  sailed  around  the  globe,  and  h'e  was  a  navigator. 

2.  Cooke  the  navigator  sailed  around  the  globe. 

1.  Galileo  was  an  Italian,  and  the  inventor  of  the  telescope. 

2.  Morse,  who  was  the  inventor  of  the  telegraph,  was  an  American. 

3.  The  whale  is  found  in  the  Arctic  Sea,  and  it  is  the  largest  animal. 

4.  De  Foe  -syrote  "Kobinson  Crusoe,"  and  he  was  an  English  shop- 
keeper. 

5.  Harold,  who  was  a  Saxon  king,  was  slain  by  the  Normans  in  1066. 

1!^="  Analyze  the  sentences  written. 


90  USES  OF   WORDS. 

XCL  —  COMPOSITION-LESSON, 

NOUNS  IN  APPOSITION. 

Rule.  —  Nouns   in   apposition,  especially  when   modified  by 
other  -words,  should  be  set  off  by  commas.     Thus  : 

Paul,  the  apostle  of  the  Gentiles,  was  born  at  Tarsus. 
Lougfellow,  the  American  poet,  wrote  Evangeline. 

Note. — Two  nouns  in  apposition  are  not  separated  by  commas,  if  both 
together  form  really  cue  noun;  as,  "Paul  the  Apostle  was  born  at  Tarsus." 

EXERCISE  68. 

a.  Insert  commas  where  required. 

1.  James  Watt  the  improver  of  the  steam-engine  was  born  in  Scotland. 

2.  William  the  Conqueror  defeated  Harold  the  Saxon  king. 

3.  We  the  people  of  the  United  States  do  hereby  ordain  and  publish 
this  constitution. 

4.  Mexico  the  land  of  revolutions  was  conquered  by  Cortez  a  Spanish 
soldier. 

5.  Gold  the  most  precious  of  metals  is  largely  found  in  California  and 
in  Australia. 

G.  The  Greeks  the  most  enlightened  people  of  antiquity  devoted  much 
attention  to  gymnastics. 

b.  Combine  the  statements  in  each  group  into  single  sentences, 

thus  : 

Patrick  Henry  roused  the  people. 

He  was  an  orator. 

He  was  an  eloquent  orator. 

He  was  a  Virginia  orator. 

Combined.    Patrick  Henry,  the  eloquent  Virginia  orator,  roused  the 
people. 

Note.  —  Sometimes,  as  in  this  example,  it  is  necessary  to  substitute  tlic  for 
a  or  an. 

1.  La^vrence  said,  "Don't  give  up  the  ship."  "^ 

Lawrence  was  the  captain  of  the  frigate  CJiesapeake.  }■  = 
He  was  a  hrave  captain.  ) 


SUBJECT  ENLARGED.  91 


2.  New  York  is  noted  for  its  wealth  and  commerce. 
New  York  is  the  Empire  State. 

3.  The  "  Star-Spangled  Banner  "  was  written  by  the  poet  Key. 
The  "  Star-Spangled  Banner  "  is  our  national  song. 

Key  was  a  citizen  of  Baltimore. 

4.  The  whale  is  a  mammal.  \ 

The  whale  is  the  largest  of  animals. ) 

5.  The  camel  is  found  in  Asia  and  Africa.  \ 

The  camel  is  the  ship  of  the  desert.  ) 

6.  Spring  is  always  welcome.  ^ 

Spring  is  the  season  of  birds  and  fiowers.  j 


XCII.  -  SUBJECT  ENLARGED :  Phrases. ' 

1.  Wealthy  men  are  often  unhappy. 

2.  Men  of  wealth  are  often  unhappy. 

1.  In  the  first  sentence,  what  kind  of  word  is  wealthy  ? 
It  is  an  Adjective. 

2.  In  the  second  sentence,  what  expression  means  the  same  thing 

as  the  adjective  wealthy  ? 
The  expression  of  ivealth. 

lE^^  A  preposition  witli  the  noun  following  it  is  called  a  Phrase. 

3.  "When  a  phrase  is  used  to  enlarge  a  noun,  what  name  is  given 

to  it  ? 
It  is  called  an  Adjective  Phrase. 

"Write  these  sentences  : 

1.  The  horse  in  the  ham  is  sick. 

2.  The  father  of  his  country  died  in  Virginia. 

3.  A  man  ivith  a  white  coat  fell  dowa  stairs. 

What  phrase  enlarges  the  first  subject  ?    The  second  ?    The  third  ? 

Write  this  sentence  : 

Four-footed  animals  are  called  quadrupeds. 

5 


92 


USES  OF   WORDS. 


4.   Substitute  an  adjective  pkrase  for  the  adjective /oMr-/oo^ed!,  and 
what  sentence  have  we  1 
The  sentence,  "  Animals  luith  four  feet  are  called  quadru- 
peds." 

What  adjective  phrase  here  ? 

MODEL  OF  ANALYSIS. 

"  Men  of  wealth  are  often  unhappy." 

This  is  a  simple  sentence.     The  simple  subject  is  men :  it  is  enlarged  by 
the  adjective  phrase  of  "wealth.     The  predicate  is  are  often  unhappy. 

EXERCISE  69. 

a.  Change  the  adjective  wo7'ds  into  adjective  phrases : 

1.  Honorable  men  are  respected. 

2.  The  ladifs  fair  face  was  sad. 

3.  American  citizens  were  put  to  death. 

4.  The  blaclc-eyed  girl  sang  a  song. 

5.  The  seaside  cottage  is  pretty. 

6.  The  Tcitchen  door  is  open. 

b.  Combine  the  groups  of  statements  each  into  a  separate  sen- 
tence : 

1.  The  house  was  burned. 
It  was  a  pretty  house. 
It  was  a  white  house.  y  = 

It  was  uncle's  house. 
The  house  was  on  the  hill. 

%  The  horse  was  sold. 
It  was  father's  horse. 
It  was  a  beautiful  horse. 
It  was  a  gray  horse. 
It  was  a  trotting  horse. 
It  was  a  horse  with  a  flowing  mane,  j 

3.  The  dress  is  made. 
It  is  mother's  dress. 
It  is  a  new  dress. 
It  is  a  merino  dress. 
It  is  a  dress  with  pink  trimmings.  ^ 

Analyze  each  sentence  written. 


SUBJECT  ENLARGED.  05 

XCIIL  —  COMPOSITIOX-LESSOX. 

Make  an  abstract  from  memory,  after  reading  aloud  the  following 
piece  : 

SILK. 

Silk  is  obtained  from  a  caterpillar  called  tlie  silk- worm.  This  little 
creature  feeds  on  the  leaves  of  the  mulberry-tree.  It  is  hatched  from  an 
egg  about  the  size  of  a  mustard-seed,  and  it  changes  its  skin  four  times 
before  it  reaches  its  full  size.  When  full  grown,  it  leaves  off  eating, 
spins  a  fine  soft  thread,  and  winds  itself  up  in  a  silken  case,  inside  of 
which  the  little  spinner  goes  to  sleep  for  some  time.  When  its  sleep  is 
over,  it  makes  a  hole  in  its  case,  and  comes  out  in  the  shape  of  a  small 
butterfly,  which  lays  a  number  of  eggs,  and  then  dies.  It  is  from  the 
case  or  ball  spim  by  the  silk- worm  that  all  our  silk  is  made.  The  balls, 
or  cocoons,  as  they  are  called,  are  thrown  into  warm  water  to  loosen  the 
gum  with  which  the  silk-worm  glues  the  threads  together.  Then  four  or 
five  of  the  threads  are  fastened  to  a  reel,  and  wound.  In  this  state  it  is 
called  raw  silk,  and  it  is  next  sent  to  the  silk-mill  to  be  prepared  for  the 
weaver.  This  is  done  by  twisting  it  into  threads,  and  scouring  and  dyeing 
it  of  various  colors.  Silk  is  woven  much  in  the  same  way  as  cotton  or 
linen.  The  best  raw  silk  comes  from  China,  where  silk-worms  were 
reared  and  silk  was  woven  into  cloth  hundreds  of  years  ago.  Both  Italy 
and  France  produce  great  quantities  of  raw  silk.  The  finest  and  most 
beautiful  silks  are  manufactured  in  France.  Silk,  though  costly,  is  a 
very  useful  article  of  clothing,  both  on  account  of  its  durability  and  its 
beauty. 

XCIV. -  SUB JECT  ENLARGED:  Phrases. 

^^^  Write  these  sentences  : 

1.  The  bird  sitting  on  the  tree  was  shot. 

2.  A  ^IdiiQ  filled  with  meat  was  put  before  the  beggar. 

1.  In  the  first  sentence,  what  is  the  subject  ? 
The  noun  hird. 

2.  What  expression  is  used  to  enlarge  the  subject  ? 
The  expression  sitting  on  the  tree. 


94  ^S^S  OF   WORDS. 

lE^*  Such  an  expression  introduced  "by  a  participle  is  called  a 
phrase.  When  a  phrase  introduced  by  a  participle  enlarges  a  noun, 
it  is  called  an  adjective  phrase. 

3.  In  the  second  sentence,  what  adjective  phrase  enlarges  ^^Zaie  ? 
The  phrase  filled  with  meat. 

W^  Write  this  sentence  : 

A  crow  which  had  snatched  a  jpiece  of  cheese  flew  into  a  tree  to  eat  it. 

4.  How  may  we  express  this  as  a  simple  sentence  using  an  adjec- 

tive phrase  1 
We  may  say, 

A  crow,  having  snatched  a  piece  of  cheese,  flew  into  a  tree  to  eat  it. 

Bl^"  Write  this  sentence  : 

An  old  man  ivho  lives  in  Schoolville  has  twenty-five  grandchildren. 

5.  How  may  we  express  this  as  a  simple  sentence,  using  an  adjec- 

tive phrase  ? 

We  may  say, 

An  old  man  living  in  Schoolville  has  twenty-five  grandchildren. 

MODEL  OP  ANALYSIS. 

"  The  bird  sitting  on  the  tree  was  shot." 

This  is  a  simple  sentence.  Bird  is  the  simple  subject :  it  is  enlarged 
by  the  adjective  the,  and  by  the  adjective  phrase  sitting  on  the  tree.  The 
predicate  is  "was  shot. 

EXERCISE  70. 

Combine  each  two  sentences  into  one,  using  the  adjective  phrase 
with  a  participle : 

1.  The  boy  is  whispering.  Y 

It  is  the  boy  who  is  sitting  in  that  seat.) 

2.  The  dog  is  asleep.  ^ 

It  is  the  dog  that  is  lying  before  the  fire.) 

3.  The  composition  was  full  of  errors.^ 

It  had  been  written  in  great  haste.  ) 


COMPOSITION-LESSON.  95 

4.  "Words  are  often  regretted.  "^ 

It  is-  words  that  are  spoken  in  anger  that  are  regretted./"^ 

5.  A  boy  was  drov/ned.  ^ 

He  was  sivimming  in  the  river.) 

6.  The  thief  ran  away.    "\ 

He  had  stolen  a  watch.) 

XCV.  -  BLACKBOARD   RETIEW. 

Adjectives, 

-,  ,  .     -  r,.     ,    ^  . .    .      Possessives, 

Enlargements  of  Simple  Subject.  <  ^^  .      ; 

In  ouns  m  Apposition, 

(^Adjective  Phrases. 

REVIEW  EXERCISE. 

1.  Write  three  sentences  with  the  subject  enlarged  by  two  adjectives. 

2.  Write  three  sentences  with  each  subject  enlarged  by  a  possessive 
noun  and  by  an  adjective. 

3.  Write  three  sentences  with  the  subjects  enlarged  by  nouns  in  appo- 
sition. 

4.  Write  three  sentences  with  each  subject  enlarged  by  an  adjective 
and  by  an  adjective  phrase. 


XCVI.  -  COMPOSITION-LESSON. 

EXERCISE   IN   COMBINING, 

^W  Combine  the  following  detached  statements  into  suitable 
sentences  : 

The  robin  is  a  bird.  It  is  a  well-known  bird.  It  is  often  called  the 
redbreast.  Its  breast  is  of  a  red  color.  The  color  is  a  deep  red.  Eobins 
build  nests.  They  build  their  nests  in  apple-trees.  They  build  them  in 
orchards.  They  build  them  near  houses.  They  do  this  because  they  are 
not  wild  birds.  Robins  make  their  nests  out  of  moss  and  leaves.  Hair 
and  bits  of  twigs  are  mixed  with  the  moss  and  leaves.  The  nests  are 
lined  with  something  fine  and  soft.  Robins  lay  eggs.  They  generally 
lay  four  eggs.  These  eggs  are  about  as  large  as  marbles.  They  are  blue. 
The  old  birds  feed  the  young  robins.      They  feed  them  with  worms. 


96                                        USES  OF   WORDS.  j 

I 

They  feed  them  with  flies.     They  feed  them  with  berries.     Kobins  are  \ 

very  useful.     They  are  useful  to  farmers.     They  are  useful,  because  they  \ 

kill  and  eat  insects,  bugs,  and  worms.     These  insects  destroy  fruit  and  ' 

grain  and  vegetables.    Never  kill  a  robin.    Never  rob  the  nest  of  a  robin  ; 

of  its  eejRs.  i 


-'&0'- 


XCVII PREDICATE  ENLARGED:  Adverbs. 


1.  The  clock  ticks  regularly. 

2.  It  rains  to-night. 


• 


*o' 


1 

1.  What  is  the  Simple  Predicate  of  the  j^?-5^  sentence  ? 

The  verb  tides.  « 

2.  By  what  word  is  it  enlarged  1  ! 
By  the  adverb  regularly.                                                                 \ 

3.  What  is  the  predicate  of  the  second  sentence  1  \ 

•   The  verb  rains.  \ 

I 

4.  By  what  word  is  it  enlarged  ?  : 
By  the  adverb  to-night  . 

i 

MODEL  OF  AITALYSIS.  i 

"  The  clock  ticks  regularly."  ; 

This  is  a  simple  sentence.  The  simple  subject  is  clock :  it  is  enlarged  ' 
by  the  adjective  the.  The  simple  predicate  is  ticks:  it  is  enlarged  by  j 
the  adverb  regularly.  i 

EXERCISE  71.  j 

a.  Supply  suitable  Adverbs :  j 

1 .  The  teacher  spoke  . .  ^fl".  •! . .  1 

2.  They  started  ..'i'??«/..  i 

3.  The  soldiers  fought  r}?!}:'^:!.  [ 

4.  We  are  eating  ..^^f^.-..  \ 

5.  Birds  sing  ..^?!1:..  ^  j 

^F'  Analyze  each  sentence  written.  ] 

b.  Write  the  statements  by  using  the  Adverbs,  thus  :  \ 

We  rose,  ^  j 

We  rose  early,  >  =  We  rose  early  yesterday.  i 


We  rose  yesterday.  ) 


PREDICATE  ENLARGED.  97 


We  shall  study, 
We  shall  study  hard. 
We  shall  study  to-morrow. 

We  work, 

We  work  early,  \-  = 

We  work  late. 

The  sun  rose, 

The  sun  rose  brightly,  )-  = 

The  sun  rose  to-day. 


XCVIIL- PREDICATE  ENLARGED:  Adverbial  Phrases. 

1.  AVe  live  here. 

2.  We  live  in  this  place. 

1.  In  the  first  sentence,  by  what  is  the  simple  predicate  enlarged  ? 
It  is  enlarged  by  tlie  adverb  Jiere. 

2.  In  the  second  sentence,  by  what  is  the  simple  predicate  enlarged  ? 
By  the  phrase  in  this  place. 

3.  What  kind  of  a  phrase  is  in  this  place  ? 

It  is  an  adverbial  pbrase,  because  it  is  equivalent  to  an 
adverb  (here),  and  because  it  limits  a  verb. 

MODEL  OF  AITALYSIS. 

"  We  live  in  this  place." 

This  is  a  simple  sentence.     The  subject  is  vre.    The  siraple  predicate 
is  live :  it  is  enlarged  by  the  adverbial  phrase  in  this  place. 

EXERCISE  72. 

a-   Enlarge  each  prediaate  by  an  Adverbial  Phrase : 

1.  The  sun  rises  ..*^?f?/..  2.  Fish  live  .I'^JlvM. 

3.  America  was  discovered  f'y.'f'?.''."!?  4.  The  moon  shines  .  .'f?f'.'/. . 

5.  My  aimt  lives  .}"Jl7.^.l.  6.  Plymouth  was  settled  . .'.''?.^?/. . 

7.    I  ??Vr.*"I7'.^  was  born     }'^^^^c^     in  what  pear? 


98  USIJS  OF  wo  EDS. 

b.   Enlarge  each  predicate  by  an  Adverbial  Phrase : 

1.  Tea  is  o"btained 5.  We  walked 

2.  Cotton  is  raised 6.  The  Mississippi  rises 

3.  Jamestown  was  settled 7.  The  cow  jumped 


4.  The  President  lives 8.  The  dish  ran 


XCIX.  -  COMPOSITION-LESSON. 

1!!^*  Combine  the  statements  into  Single  Sentences : 

Independence  was  declared. 
It  was  declared  at  Philadelphia. 
It  was  declared  in  the  year  1776. 

Flowers  are  raised. 

They  are  raised  in  hot-houses. 

They  are  thus  raised  in  lointer. 

Franklin  was  born. 

He  was  born  in  Boston. 

He  was  born  in  the  early  part  of  the  eighteenth  century, 

TVe  went  to  Europe. 

We  went  in  a  steamer. 

It  was  in  the  month  of  June  that  we  went. 

The  greatest  battle  of  the  war  was  fought  at  Gettysburg, 

Gettysburg  is  in  Pennsylvania. 

It  was  fought  on  the  1st,  2d,  and  3d  of  July. 

It  was  fought  in  the  year  1863. 

[Put  the  phrases  last.] 

We  were  cast  away  without  any  provisions. 

We  were  cast  away  on  a  solitary  island. 

This  island  was  in  the  middle  of  the  Pacific  Ocean. 

[Put  the  phrases  last.] 
Analyze  the  sentences  written. 


PREDICATE  WITH  OBJECT  ENLARGED.  99 

C — PKEDICATE  TYITH  OBJECT  EXLAEGED. 

1.  We  saw  a  man. 

2.  We  saw  a  fat  man. 

3.  We  saw  a  fat  man  with  a  red  face. 

1.  In  the  first  sentence,  what  is  the  Predicate  ] 
The  words  saw  a  man. 

2.  What  is  the  Object  1 
A  man. 

3.  In  the  second  sentence,  what  Adjective  enlarges  the  object  ? 
The  adjective /ft^. 

4.  In  the  third  sentence,  what  enlargements  has  the  Ohject  1 

It  is  enlarged  by  the  adjective  fat,  and  by  the  adjective 
phrase,  with  a  red  face. 

MODEL  OP  ANALYSIS. 

"  The  travelers  ascended  the  steep  summits  of  the  Alps." 
This  is  a  simple  sentence.    The  subject  is  the  travelers.    The  simple 
predicate  is  ascended  the  summits:  the  verb  is  ascended,  the  object  is 
the  summits.    The  object  is  enlarged  by  the  adjective  stee])  and  by  the 
adjective  phrase  of  the  Alps. 

EXERCISE  73. 

Combine  the  statements  into  single  sentences  : 

1.  Bayard  Taylor  wrote  an  account. 
It  was  an  interesting  account. 

It  was  an  account  of  his  travels. 
His  travels  were  in  Asia. 

2.  California  yields  crops. 
They  are  large  crops. 
They  are  crops  of  icheat. 
They  are  crops  of  wine. 
They  are  crops  of  wool. 

3.  A  fox  saw  a  bunch. 

It  was  a  bunch  of  grapes. 

It  was  a  tempting  bunch  of  grapes. 

It  was  hanging  from  a  high  loall. 


100  USES  OF  WORDS. 

CL  — BLACKBOARD  REYIEW. 

Enlargemants  of  Simple  Predicate. -s    ,  ,       ,  .\  -r>, 

V  Adverbial  Pnrases. 

I  Acliective  "Worcls 

Enlargements  of  the  Object ■{    „  -,       .      t^, 

(^Adjective  Pnrases. 

EXERCISE  74. 

1.  Write  three  sentences,  with  each  predicate  enlarged  by  two  adverbs. 

2.  Write  three  sentences,  with  each  predicate  enlarged  by  one  adverb 
and  one  adverbial  phrase. 

3.  Write  three  sentences,  with  a  transitive  verb,  an  object,  and  an 
adverb. 

^ 

4.  Write  three  sentences,  with  an  object  enlarged  by  two  adjectives. 

CII.  —  COMBINING  SENTENCES. 

METHOD  I. 

Two  simple  statements  may  be  combined  into  one  sentence 
by  means  of  a  conjunction.     Thus  ; 


I 


John  reads. 

[Plain  joining.]  l  =  John  reads  and  ^vrites. 

John  writes.  ^ 


Birds  travel  swiftly. 

[Reason.]  \-  =  Birds  travel  swiftly  because  they  have  wings. 

Birds  have  wings. 


"&'■ 


You  say  so. 

[Contrast.]  J.-  =  You  Say  SO,  lut  you  do  not  think  so. 

You  do  not  think  so.  ^ 

EXERCISE  75. 

Combine  the  following  statements  by  using  suitable  Conjunctions: 

1.  He  swam  the  river.  \ 

He  sat  down  on  the  bank.  / 


COMBINING  SENTENCES.  IQl 

}- 


2.  In  hot  countries  the  wool  of  sheep  is  generally  short.  )^ 

In  cold  countries  it  is  long. 

3.  Columbus  finished  his  discourse.  \ \ 

The  sovereign  then  sank  on  his  knees./"', ,'  ,    ;   ■      .  -  f  > ' 

4.  Be  diligent.  ^  ^         '  ,  , , .    , 

°  )■=  '       ,"    ■  ■        '      ,    •  . 

You  will  succeed.  J  '  > '  <  '  '^  ^ , , .'  ',  >  >  , 


5.  He  found  his  country  residence  delightful. 
He  resolved  to  stay  in  it  for  a  year. 

6.  We  could  not  see  the  Governor. 
He  was  unwell. 

7.  The  life  of  a  bee  seems  to  be  all  enjoyment.  \ 

It  is  only  insect  life.  / 

8.  A  lamb  was  one  day  quenching  its  thirst  at  a  running  stream.  \ 

It  was  approached  by  a  wolf.  / 


cm.  —  COMBINING  SENTENCES. 

METHOD  II. 

Two  simple  statements  may  be  combined  into  one  sentence 
by  means  of  a  relative  pronoun.     Thus  : 

The  snow  fell  during  the  night.  \ The  snow  which  fell  during  the 

It  melted  before  morning.  /  night  melted  before  morning. 

EXERCISE  76. 

Combine  the  following  statements  by  using  a  Eelative  Pronoun  : 

1.  The  seed  has  become  a  tree."Y 

It  was  planted  by  Edward.  / 

2.  The  oak  reproached  a  reed.  \ 

The  reed  grew  by  the  side  of  a  stream.  / 

3.  In  the  harbor  we  saw  a  ship.  ^ 

It  sailed  for  London.  j 

4.  Cotton  is  a  soft  woolly  substance.       \ 

It  grows  around  the  seeds  of  a  plant.  / 

5.  Jefferson  was  the  third  President  of  the  United  States.  \ 

He  WTOte  the  Declaration  of  Independence.  / 


102  USES  OF' WORDS. 

6.  The  sea-dikes  in  Holland  are  generally  about  thirty  feet  liigh.  Y 

They  are  erected  all  along  the  coast.  / 

7.  Chicago  is  not  fifty  years  old.  \ 

•     It  i!?  -the  greatest  corn-market  in  the  world.  / 

8-  The  general  Tvas  named  Kobert  E.  Lee.  \ 

-  ""He.  coinmarldedthe  Southern  army.       / 


CIV.  -  COMBINING  SENTENCES. 

METHOD  III. 

Two  simple  statements  may  be  combined  into  one  sentence 
by  converting  one  of  the  statements  into  a  phrase  with  a  par- 
ticiple.   Thus  : 

A  frog  one  day  saw  an  ox  graze  in  a^       A  frog  one  day,  seeing  an  ox 

meadow. 
It  imagined  it  could  make  itself  as 
large  as  that  animal. 


"CS" 


graze  in  a  meadow,  imagined 
it  could  make  itself  as  large 
as  that  animal. 


EXERCISE  77. 


1.  The  crow  opened  its  mouth.  \ 

It  let  fall  the  cheese.  / 

2.  Jeffeison  knew  the  great  importance  of  the  Mississippi  River.  \ 

He  wished  to  purchase  Louisiana  from  France.  / 

3.  Th^  Russians  burnt  Moscow.  \ 

The  French  were  compelled  to  leave  the  city.  / 

4.  'J'he  bridge  was  carried  away,        ^ 

We  were  forced  tcj'ford  the  river./ 

5.  The  sun  had  risen.  \ 

The  travelers  resulted  their  journey./ 

6.  Cornwallis  had  taken  position  at  Yorktown.  \ 

"V^ashington  resolved  to  shut  him  up  there.  / 

7.  I  hope  to  hear  from  you  soon.  \ 

I  remain  your  obedient  servant,  John  Smith.  / 

Teacher's  Note.  —  The  theory  of  language  has  in  this  book  been  carried 
no  higher  than  the  Simple  Sentence.  The  other  books  of  Harper's  Language 
Series  continue  it  from  thiS/  point.  , 


YB  36496 


*^' 


541643 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


ill) 


LANGUAGE  SERIES. 


I. 

SWINTOFS  LANGUAGE  PRIMER: 

T^eginners'  Lessons  in  Speaking  and  Writing  English.     By  JProf.  William  Swin- 
TON.     I02  pp.,  lamo,  Half  Leather,  40  cents. 


II. 

J  SWINTON'S  LANGUAr^E  LESSONS:    '  .,, 

'»  5,         An  Introductory  Grammar  and  Con;"-  ition  for  Intermediate  and  Grammar  Grades.    Jif 
ji  By  Pre f.  William  Swinton.     176  pp.,  i2mo,  Flexible  Cloth,  50  cents. 


^ 


III. 

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^       Being  Advanced  Language  -  Lessons  for  Grammar  Schools.     By  Prof.  William    j 
Swinton.    151  pp.,  i2mo,  Cloth^,  50  cent^  1 


IV. 

SWINTON'S  PROGRESSIVE  ENGLISH  GRAMMAR; 

A  Progressive  Grammar  of  the  English  Tongue,  Based  on  the  Re-^ults  of  Modem 
Philology.  ■  By  Prof.  Wili.t  vm  Swinton.    207  pp.,  i2mo.  Half  Leather,  75  cents. 


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